• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Technology, Education and Development Conference >(195) THE EXPERIENCE OF FLIPPED CLASSROOM IN CHEMICAL LABORATORY CLASSES FOR ENGINEERING STUDENTS: QUIMETUBE
【24h】

(195) THE EXPERIENCE OF FLIPPED CLASSROOM IN CHEMICAL LABORATORY CLASSES FOR ENGINEERING STUDENTS: QUIMETUBE

机译：（195）工程学生化学实验室课程翻转教室的经验：Quimetube

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

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 them to use their time in the face-to-face lessons to apply the theoretical concepts and practical methodologies. In this study, we present the results of a flippedteaching experience applied to Chemistry laboratory lessons. The hypothesis 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 grades obtained in this subject have suffered a negative trend in the last years. Along with this fact, students can optionally choose to study basic chemistry subjects during the pre-university studies, which could lead to a heterogeneous group in relation to their initial knowledge that may decrease the average grades. This fact highlights 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 make an exam that involves theoretical and practical questions. The videos are uploaded to YouTube allowing the acquisition of information about the patterns 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.
机译：信息和通信技术（ICT）已被广泛用于改善学习过程。翻转课堂技术旨在通过在线讲座鼓励学生的自我学习，让他们在面对面课程中使用他们的时间来应用理论概念和实用方法。在这项研究中，我们提出了应用于化学实验室课程的翻倒性经验的结果。这项工作的假设是，由于他们在实验室任务中缺乏经验，因此，学生认为化学实验的实际开发将降低焦虑，从而让他们专注于实验所涉及的理论概念。在此主题中获得的成绩在过去几年中遭受了负面趋势。随着这一事实，学生可以选择在大学前学习基本化学科目，这可能导致异构的群体与他们的初步知识有关，可能会降低平均等级。这一事实强调了在实验室课程之前加强理论和实践概念的需要。在此上下文中，提出了一种基于在实验室类之前的观看视频的翻转方法。在这些视频中，详细解释了整个程序，强调了材料的处理，理论概念和安全程序。在实验室课程之前，学生应填写在线测试，以确保其可视化。在每个班级结束时，学生们进行了考试，涉及理论和实际问题。该视频将上传到YouTube，允许获取在整个学术课程中获取有关此教学资源的使用模式的信息。在翻转教学经验之后，学生之间进行了一项调查，以评估新方法引起的动机和满足程度。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号