Active Methodologies in Chemistry

Abstract

Cooperative learning is not easy to develop when we encounter large classes of approximately 70 students. This handicap is increased when the subject is taught in the first year and the first semester. This is the case of the subject of Chemistry 1 of the Degree in Agricultural Engineering, the student comes to the University without having worked in a group, with little knowledge of the subject and attending classes at random. To diminish these negative effects, the informal cooperative learning methodology has been used both in the classroom and through the Blackboard Learn platform. At the same time the student has self-evaluations on the Blackboard Learn platform, which must be done before going to class and before going to the laboratory. Summaring, in order to increase student participation and daily work, a series of methodologies that have been implemented throughout the academic courses are proposed: (1) in the classroom, participatory master class and informal cooperative learning, (2) in the laboratory, laboratory experiences, cooperative learning and (3) On the Blackboard platform, informal cooperative learning, self-evaluations and portfolios of laboratory experiences and self-evaluations of theoretical topics. The final purpose is flipped classroom, to work before, during and after the class.

The Game as a Strategy of Learning Chemistry Among High School Students

“…In the literature we can find many examples regarding the use of these four methodologies when learning chemistry (Ibáñez-González & Mazzuca-Sobczuk, 2018) and more concretely in the learning of the periodic table among secondary school students, all of which with satisfactory results. The use of integrated stories in the context of the periodic table learning (Demircioğlu et al, 2009) confirms that students are more motivated and achieve a more significant learning than when using traditional methodologies.…”