Chemistry in Context for engineering students at UCT: Transformation from a villain to a princess

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datacite.alternateIdentifier.citationEDUCATION IN THE KNOWLEDGE SOCIETY,Vol.20,,2019
datacite.alternateIdentifier.doi10.14201/eks2019_20_a4
datacite.creatorConcha Fritz, Aida
datacite.creatorSchiappacasse Poyanco, Luis
datacite.creatorTurra Chico, Héctor
datacite.creatorTeresa Villanueva, Maria
datacite.date2019
datacite.subject.englishActive learning
datacite.subject.englishFlipped Classroom
datacite.subject.englishGuided Inquiry
datacite.subject.englishAutonomous work
datacite.subject.englishICT
datacite.titleChemistry in Context for engineering students at UCT: Transformation from a villain to a princess
dc.date.accessioned2021-04-30T16:30:27Z
dc.date.available2021-04-30T16:30:27Z
dc.description.abstractThe Universidad Catolica de Temuco (Araucania region, Chile) has experienced substantial changes in recent years: today, young people with a poor academic background, who are also digital natives, are enrolled in it. In this scenario, fostering deep learning in all students, the teachers have been given the task of implementing active learning methodologies with ICT incorporation. Specifically, the faculty that teaches 'Chemistry in Context' to engineering students decided to transform (re-design) of this course, which included the implementation of active learning strategies such as the flipped classroom, instead of traditional lectures, and guided inquiry to change the laboratory work. This article explains how the new strategies were implemented, and it shows results which were obtained by contrasting students' performance (based on the grades) before and after the transformation process. After the transformation, the approval rate nearly doubled and the dropout rate reduced from 40% to 17% in 2017. In the case of the laboratory work, although the tasks were more complex guided inquiry showed much better grades. These results can be attributed to the students working to build their learning, to the fact that the laboratory grade had a more significant percentage of the final grade and to the fact that students had to do all the experimental work as a mandatory activity otherwise they would fail the course. It was found that the flipped classroom will be successful if students value autonomous work and act accordingly.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2745
dc.language.isoes
dc.publisherEDICIONES UNIV SALAMANCA
dc.sourceEDUCATION IN THE KNOWLEDGE SOCIETY
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionESCI
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