Abstract:

A new methodology for experimental chemistry learning based on educational coaching (EC) and debates between university students is analyzed as building of knowledge from a constructivist perspective. The acquisition of knowledge through of the proposed learning methodology arises from opportunities to create mental structures to assimilate new chemistry concepts but without memorizing. The method includes a learning assessment test (before and after the learning process), questionnaires, use of flashcards or clickers with virtual platforms as moodle, etc. as part of the supervision of the teacher to lead the knowledge of the student. To finish, a test about the traditional analytical methods (liquid-liquid extraction, titration, gravimetry, etc.) versus easy analytical instruments (conductivity meter, pHmeter, etc.) will be realized in the classroom between groups of three students with the supervision of the teacher. The responses to the test will have advantage or disadvantage of an analytical method to deep in the chemical knowledge requires. The principal goal of the application of this learning methodology could be engaging students in the experimental courses of chemical degree.

Keywords:

Educational coaching (EC), debates, chemistry, constructivist.