Abstract:

The laboratory subjects in the Chemical Engineering degree offer a practical approach. The engineering phenomena are shown to students and explained, allowing the contrast of the hypotheses proposed and facilitating the understanding of the theoretical concepts, calculation methodologies and influence of process variables. However, it is striking that the need to change or innovate their teaching methodologies has gone more unnoticed than in other theoretical-practical subjects.

These kinds of practical subjects promote a learning environment where essential competencies based on "learning to know", "learning to do", "learning to live together", and "learning to be" are involved. Consequently, laboratory practices demand quite individual attention from our students because they need to understand quite well what, how and why they have to do. Thus, most of the time, it is not easy to start the experimental work in large groups with a professor, and students spend much time waiting for the teacher.

This lack of teaching methodology's innovation in laboratory practices and the high number of students per group has compromised their normal and correct development during the global pandemic period that we have been suffering since the beginning of 2020. Such circumstances have revealed to this teacher's team a need to transform the teaching methodologies of practical subjects towards a less face-to-face model without undermining the development of competencies and the achievement of the learning results demanded. Under this premise, an innovative approach to teaching methodologies were proposed in laboratory practices based on teamwork, the flipped classroom methodology and the use of video tutorials. The aim is to generate a more conducive learning environment where students assume a much more active role in their learning process than the one they traditionally have.

It is well known that video tutorials are recognized worldwide as an interactive teaching aid that promotes effective teaching and learning and, at the same time, is directed, as it can be adapted to the student's learning speed. Thus, special attention was paid to the design of the video tutorials on both the fundamentals and operating the chemical engineering practices to guide and enhance students' learning. This innovative teaching methodology may promote students' involvement in their learning process and successful development of all demanded competencies, maximizing the expected learning outcomes for the training of future professionals in Chemical Engineering. In general, 100 % students marked with 4-5/ 5 the overall assessment of the use of video tutorials. It is interesting that the use of videotutorial make students fell very safe to be able to carry out the practice autonomously. Moreover, the 92% considered this practical should be extended to all topics.

Keywords:

Flipped classroom, video tutorial, laboratory practices, Chemical Engineering.