About this paper

Appears in:
Pages: 5519-5524
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.2282

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

BRINGING REAL ANALYTICAL CHEMISTRY TO THE CLASSROOM: A PROBLEM-BASED APPROACH

I. González-Gil, M. Posada-Ayala

Universidad Francisco de Vitoria (SPAIN)
Analytical Chemistry is the branch of chemistry involved in providing information about the composition of matter (what it is, and how much there is), and it contributes to knowledge of other disciplines. This information can be crucial for society in multiple ways, and rigorous scientists which are able to understand them are also a need.

Chemical Analysis (CA) and Instrumental Techniques (IT) are two subjects integrated in the Analytical Techniques area and are taught simultaneously in the second year of Pharmacy degree at Francisco de Vitoria University (Madrid, Spain). Second year students already possess basic chemical knowledge (general, organic, inorganic…) and these two courses intend to give them more specific tools to understand matter and its characterization and quantification.

Willing to provide students with a deep knowledge on the main topics from CA and IT, as well as to further understand the deep relationship between them, a transverse and multidisciplinary project was designed and implemented between the two subjects. Specifically, a problem-based approach was chosen to generate significant learning, critical thinking and problem-solving skills.

During the semester, students were asked to develop an adequate analytical method to solve a real case proposed by the teachers. They worked in small groups to foster communication and reinforce learning through listening to others.

Each group had to present an experimental design which included identification of the analyte and its matrix; selection of the most appropriate instrumental technique; pretreatment of the samples to be analyzed; analysis of the numerical results obtained and analysis of the social and ethical impact of the results of the study. Results were presented orally at the end of the course, discussing the veracity of their data and the method chosen to reach their conclusions.

Evaluation was carried out by means of a rubric composed by criteria such as scientific accuracy, engagement of all group members to the project, oral presentation quality and adequate defense of the given data.

Teachers accompanied students throughout work development and provided the necessary tools they needed to achieve their goal.

Thus, the project above described has proved to be able to enhance students’ global vision and knowledge of Analytical Chemistry and to serve as a valuable tool to develop critical thinking, team-working, problem-solving and adequate search of information, among others.
@InProceedings{GONZALEZGIL2018BRI,
author = {Gonz{\'{a}}lez-Gil, I. and Posada-Ayala, M.},
title = {BRINGING REAL ANALYTICAL CHEMISTRY TO THE CLASSROOM: A PROBLEM-BASED APPROACH},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.2282},
url = {http://dx.doi.org/10.21125/iceri.2018.2282},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {5519-5524}}
TY - CONF
AU - I. González-Gil AU - M. Posada-Ayala
TI - BRINGING REAL ANALYTICAL CHEMISTRY TO THE CLASSROOM: A PROBLEM-BASED APPROACH
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.2282
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 5519
EP - 5524
ER -
I. González-Gil, M. Posada-Ayala (2018) BRINGING REAL ANALYTICAL CHEMISTRY TO THE CLASSROOM: A PROBLEM-BASED APPROACH, ICERI2018 Proceedings, pp. 5519-5524.
User:
Pass: