Abstract:

A new constructivist methodology for experimental analytical chemistry learning based on the use of educational games (boards, cards and computer games) and debates between university students is analysed in this work. The main objective of the methodology is to develop critical thinking skills.

The acquisition of knowledge through educational games arises from opportunities to create mental structures without memorizing. The method proposed here includes a learning assessment test (before and after the learning experience), questionnaires, flashcards and moodcards. In some cases, the use of computers will be fundamental in order to work by means of virtual platforms, such as moodle or clickers. To finish, a debate about the traditional analytical methods (titration, gravimetry, liquid-liquid extraction, etc.) versus easy analytical instruments (pHmeter, conductivity meter, etc.) will be realised in the classroom. For this a card learning game supervised by the teacher will be carry out. Each card will include an advantage or disadvantage of one of the analytical methods proposed. With this methodology, chemistry students can apply reason, sensation and reflections for themselves and participate actively in the learning process. Moreover, the proposed methodology could improve the student’s motivation and development of positive perception of the analytical chemistry education in the classroom. Testing data and student results of the learning games will be collected and used to evaluate the effectiveness of the learning methodology.

Keywords:

Experimental, analytical chemistry, game, flashcards, moodcards, debate.