TEACHING CHEMICAL ANALYSIS USING CRITICAL THINKING AND A CONSTRUCTIVIST METHODOLOGY

A. Gredilla, S. Fdez-Ortiz de Vallejuelo, A. de Diego, J.M. Madariaga

University of the Basque Country (SPAIN)
The methodology of learning proposed in this work is designed taking into account two educational perspectives: critical thinking (CT) and constructivist theories of learning. The methodology is focused in the theoretical and experimental classes designed for chemical undergraduate students and highlights an active construction and the communication of knowledge to the students. Both perspectives could be applied as pedagogy for critical thinking based on students understanding of the chemical concepts and for developing students’ critical thinking promoting qualities such as personal development. The teacher must incorporate active student learning into the class, with real examples of application of the chemistry concepts and engaging students in ecological, environmental and/or social perspectives of the chemistry that can be used in their occupational future. Testing data and student results of the learning methodology will be collected and used to evaluate the effectiveness of the learning methodology.