Abstract:

Overall, academic results of first year students in STEM degrees, and more specifically in chemistry subjects, are not satisfactory enough. This is probably due to the inadequate profile of undergraduates that can lead to misconceptions, in addition to their low capability to get used to the high ‘concept: time’ ratio required in higher education. The use of audiovisual resources could be an appropriate pedagogical strategy for a better understanding of basic concepts in chemistry, as well as a reinforcement tool for autonomous learning. Thus, a series of 30 spectacular experiments have been recorded in a funny but rigorous way to promote the interest of a greater number of students for science in general, and chemistry in particular, which have been accompanied by a deeper scientific explanation in paper format. The scope of application of this project is not only limited to students from the first courses of scientific degrees, but it also involves those making the transition from high school to university.

This active methodology have been validated by students in the 1st and 2nd grade of the Bachelor Degree in Chemistry at the University of the Basque Country, and more specifically by those attending to the following courses: General Chemistry I, General Chemistry II and Inorganic Chemistry. The same procedure was followed for each classroom: the class was divided into two groups and one selected video related to course concepts was shown to each group, whereas the other students serve as control. Afterwards, a short questionnaire of 10 items together with a short scientific explanation of the videos was provided to the whole group via virtual e-classroom. It is worth highlighting that marks scored by students who had visualized the corresponding video improved in 30% those obtained by the control group.

Keywords:

Undegraduate, autonomous learning, chemistry, audiovisual resources.