Auto-evaluación previa a las prácticas de laboratorio químico: introducción al auto-aprendizaje

Murray, Patricia; Genaro, Luis Antonio Tortajada; Boronat, Julia Atienza; Villén, María Asunción Herrero

doi:10.3989/arbor.2011.extra-3n3156

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…Sin embargo, en muchas ocasiones el alumnado suele asistir a las prácticas de laboratorio sin haber leído el guion (del Hierro, Cruz y Pérez, 2017) o visualizado los videos. Por ello, en el curso 2017-18 con el objetivo de incrementar los conocimientos previos del alumnado en las prácticas de laboratorio e implicarlo en su aprendizaje se introdujeron cuestionarios de autoevaluación a través del aula virtual, una iniciativa con buenos resultados en otras titulaciones (Noguera et al, 2011). Estos cuestionarios tienen la ventaja de proporcionar una retroalimentación inmediata al estudiante, y han sido diseñados de forma que aborden los aspectos que más dificultades suelen presentar para el alumnado .…”

Section: El Aula Virtual Y Las Prácticas De Laboratoriounclassified

3rd Virtual International Conference on Education, Innovation and ICT

Varii

2019

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Section: El Aula Virtual Y Las Prácticas De Laboratoriounclassified

3rd Virtual International Conference on Education, Innovation and ICT

Varii

2019

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“…Noguera-Murray et al [2], carried out self-evaluations (using the e-learning platform Poliformal) before conducting the practice sessions, encouraging the preparation and interest of the student in its implementation. Carrying out the questions on a platform presents a series of advantages a priori:…”

Section: Portfolios Of Practice Reportsmentioning

confidence: 99%

Active Methodologies in Chemistry

González

Sobczuk

2018

The 2nd Innovative and Creative Education and Teaching International Conference

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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.

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Auto-evaluación previa a las prácticas de laboratorio químico: introducción al auto-aprendizaje

Abstract: In this work a strategy to improve learning outcomes of laboratory sessions of a Chemistry subject of the

Cited by 2 publications

References 6 publications

3rd Virtual International Conference on Education, Innovation and ICT

3rd Virtual International Conference on Education, Innovation and ICT

Active Methodologies in Chemistry

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