Abstract:

The teaching-learning process of the basic concepts of classical and instrumental quantitative analysis has been a difficult challenge for teachers of the Degree in Chemical Engineering, both in theory and practical classes, due to the limited prior knowledge of most of the students in this field. Considering the experience of the lecturer responsible of the subject and the rest of the academic staff, it has been observed that this dysfunction in prior knowledge exists and prevents an adequate deepening of some of the concepts of the subject itself, making necessary to replace conventional teaching methodologies by innovative ones.

This teaching experience was carried out at the University of Alicante in the matter called Chemical and Instrumental Analysis (AQI) (second-year of the Degree in Chemical Engineering). A series of innovative classroom methodologies have been carried out in order to solve or, at least, to limit this problem that causes shortcomings in the teaching-learning process.

In this context, the present project, to be developed in the 2022-23 and 2023-24 academic years, has proposed the staggered implementation of joint activities between teachers and students with new didactic strategies. Among them it is worth mentioning the flipped classroom (Bergmann & Sams, 2012), as well as the application of Information and Communication Technologies (ICTs) (Arias, Torres & Yañez, 2014). Both methodologies allow a more active participation of the students in the classroom. In addition, it will be possible the evaluation, and the comparison to previous years, of the acquisition of the competences indicated in the Syllabus, as well as the overall academic performance.

In the current academic year, a series of questionnaires were distributed to review the current situation of students' prior knowledge in the field of Instrumental Analysis, as the starting point for methodological changes that may be proposed. Similarly, innovative tools have been used, in particular ICTs, so that the basic knowledge and skills required by the Syllabus can be acquired by students in a simpler, more active, and participatory way.

Finally, the results obtained with this new methodology have been analysed, both in terms of knowledge and student satisfaction, with very positive conclusions in comparison with previous years and with a proposal of possibilities for improvement for successive years.

References:
[1] Bergmann, J. & Sams, A. (2012). Flip your Classroom: Reach Every Student in Every Class Every day. International Society for Technology in Education.
[2] Arias, M., Torres, T., & Yañez, J. C. (2014). El desarrollo de competencias digitales en la educación superior. Historia y comunicación social, 19, 355-366

Keywords:

Innovative methodologies, ICTs, flipped classroom, Bachelor's Degree in Chemical Engineering.