Flipped classroom model in Analytical Chemistry

Abstract

At present, the central axis of the pedagogical act is transferred from the teacher towards the student, thus transforming him into an active responsible for the acquisition of knowledge. That is why the flipped classroom model was implemented in the teaching of a fundamental theme in the area of instrumental analytical chemistry in order to improve the teaching-learning process. We worked with a group of 15 undergraduate students of the degree in chemistry from the National University of Tucumán, Argentina. The topic of atomic absorption spectrometry was chosen for the application of the flipped classroom model. The experience was evaluated using two tools. The first was the elaboration of a final global report on the subject that the students presented individually and in which theoretical and practical contents were covered. The other was the conduct of an opinion survey of the students in which they inquired about their perception regarding the work methodology and the results achieved by them. From the point of view of the teachers involved, the experience was very positive in terms of the acquisition of knowledge and especially in the development of the practice.