Abstract:

Information and Communications Technologies (ICTs) have been widely used to improve the process of learning. The flipped-classroom technique seeks to encourage the self-learning of the students through online lectures, allowing the students to use their time in the presential lessons to apply the teoretical concepts and practical methodologies. In this study, we present the results of a flipped-teaching experience applied to Chemistry laboratory lessons. The hipotesis of the work is that the previsualization of the practical development of chemical experiments by the students will reduce their anxiety due to their lack of experience in laboratory tasks and, thus, allow them to focus in theoretical concepts involved in the experiments.

The Flipped-Classroom experience has been developed in the Mines and Energy Engineering School of the Polytechnic University of Madrid (Spain). The chemistry classes are taught during the first year of four engineering degrees, with an average of 480 students enrolled per year during the last 4 years.

The grades obtained in this subject have suffered a negative trend in the last years. A plausible reason of this could be the electivity of attending basic chemistry subjects during the pre-university studies. This fact could cause heterogeneity in the studentship that may decrease the average grades, highlighting the need of reinforcing the theoretical and practical concepts before the laboratory classes. In this context, a flipped methodology is proposed, based on watching videos prior to the lab classes. In these videos, the whole procedure is explained in detail, emphasizing the handling of the material, the theoretical concepts and the safety procedures. Before the laboratory lessons, the students should fill an online test in order to ensure its visualization. At the end of each class, students complete a test that involves theoretical and practical questions. The videos are uploaded to YouTube that allows the acquisition of information about the habits of use of this didactic resource throughout the academic course. After the Flip-teaching experience, a survey was performed between the students to assess the degree of motivation and satisfaction caused by the new methodology.

The grades obtained showed minor differences between degrees and the continuity of the observed negative trend. The analysis of the habits of visualization of the students throws two main facts. First, the students use to visualize the contents a few days (in some cases hours) before the beginning of the laboratory lesson. Second, it has been observed a positive correlation between the accumulated watching time of the video and the average rate obtained at each laboratory test. The survey completed by the students shows that they consider that the activity is very positive and helps to improve the understanding of the experiments and to enhance their learning and motivation.

In conclusion, flip-teaching methodology is a useful tool to enhance the motivation and learning of students during the performance of laboratory lessons, but the degree of academic success depends on the study habits of the students.

Keywords:

Flipped-Classroom, ICTs, chemistry, laboratory lesson, educational video, self-learning, teaching material, didactic resource, first year engineering, Quimetube.