Virtual teaching-learning of the experimental component of chemistry: a didactic strategy
Main Article Content
Abstract
The pandemic induced by COVID-19 caused the teaching-learning process in universities to be carried out through the virtual modality. Experimental learning of chemical sciences under this modality constitutes a challenge for students, because laboratory practices are designed to be developed in a face-to-face manner. The objective of this research was to develop a didactic strategy for teaching the experimental component of chemistry in the virtual modality. For this purpose, simulation software (VirtualLab ChemCollective), recording software (Zoom Meetings and Google Meet), video editing software (Camtasia, Ice Cream Video Editor) and the Moodle platform were used. The four phases of the didactic strategy developed were implemented, which included all the necessary documentation (schedule, study guides, didactic material, among others) and a survey was applied to 980 students who participated in the study. Once the didactic strategy was evaluated, class attendance was 88.6 percent, the average grade obtained by the students was 7.8 points out of a possible 10; 78.0 percent of the total, and more than 94 % of the students surveyed were satisfied with the quality of the teaching-learning process of the experimental component carried out virtually. It was concluded that attendance had a similar behavior in the evaluated semester compared to the previous period, so that the virtual modality used in the analyzed semester did not influence student retention, and that the average grade increased by 4.4 %; which corroborates the effectiveness of the didactic strategy applied.
Article Details
Citas en Dimensions Service
References
Abraham, M. (2011). What Can Be Learned from Laboratory Activities? Revisiting 32 Years of Research. Journal Chemestry Education, 88(8), 1020-1025. https://doi.org/10.1021/ed100774d
Ali, N., & Ullah, S. (2020). Review to analyze and compare virtual chemistry laboratories for their use in education. Journal Chemestry Education, 97(10), 3563-3574. https://doi.org/10.1021/acs.jchemed.0c00185
Bruck, L., Towns, M., & Bretz, S. (2010). Faculty Perspectives of Undergraduate Chemistry Laboratory: Goals and Obstacles to Success. Journal Chemestry Education, 87(12), 1416–1424. https://doi.org/10.1021/ed900002d
Catalán, L. (2014). Virtual laboratories: the experience of the Polytechnic University of Madrid. Campus Virtuales, 3(2), 78-86. https://dialnet.unirioja.es/servlet/articulo?codigo=5166888
Chan, P., Van Gerven, T., Dubois, J., & Bernaerts, K. (2021). Virtual chemical laboratories: A systematic literature review of research, technologies and instructional design. Computers and Education Open, 2, 100053. https://doi.org/10.1016/j.caeo.2021.100053
García, J., & Entrialgo, J. (2015). Using computer virtualization and software tools to implement a low cost laboratory for the teaching of storage area networks. Computer Applications in Engineering Education, 23(5), 715-723. https://doi.org/10.1002/cae.21644
Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., la Velle, L., McFarlane, A., Ruthven, K., & Winterbottom, M. (2007). Pedagogical approaches for technology-integrated Science teaching. Computers and Education, 48(1), 137-152. https://doi.org/10.1016/j.compedu.2006.02.004
Hou, Y., Wang, M., He, W., Ling, Y., Zheng, J., & Hou, X. (2023). Virtual Simulation Experiments: A Teaching Option for Complex and Hazardous Chemistry Experiments. Journal of Chemical Education, 100(4), 1437–1445. https://doi.org/10.1021/acs.jchemed.2c00594
Li, Z., Cao, Y., & Luo, J. (2021). Application of Virtual Simulation Technology in Chemistry Teaching. In E3S Web of Conferences (Vol. 267). https://doi.org/10.1051/e3sconf/202126702067
Marqués, P. (2013). Impact of ICT in education: functions and limitations. 3cTIC: cuadernos de desarrollo aplicados a las TIC, 2(1), 1-15. http://dx.doi.org/10.17993/3ctic.2013.21
Monge, J., & Méndez, V. (2007). Advantages and disadvantages of using virtual laboratories in distance education: student feedback in a six-year project. Revista Educación, 3(1), 91-108. http://dx.doi.org/10.15517/revedu.v31i1.1255
Mutlu, A., & Sesen, B. A. (2020). Comparison of inquiry-based instruction in real and virtual laboratory environments: Prospective science teachers´ attitudes. International Journal of Curriculum and Instruction, 12(2), 600–617. https://ijci.globets.org/index.php/IJCI/article/view/459/210
Reyes Cárdenas, F. M., Ruiz Herrera, B. L., Llano Lomas, M. G., Lechuga Uribe, P. A., & Mena Zepeda, M. (2021). Chemistry students´ perception on the change in educational modality due to the COVID-19 pandemic. Educacion Quimica, 32(4),127-141. https://doi.org/10.22201/fq.18708404e.2021.5.78240
Rojano, S., López, M., & López, G. (2016). Development of information and communication technologies to reinforce the teaching and learning processes in science in the degree of teacher in early childhood education at the University of Malaga. Educación Química, 27(3), 226-32. http://dx.doi.org/10.1016/j.eq.2016.04.006
Román, V., Pujol, F., Mora, H., Pertegal, M., & Jimeno, A. (2018). A low-cost immersive virtual reality system for teaching robotic manipulators programming. Sustainability, 10(4), 1102. https://doi.org/10.3390/su10041102
Rosas, M., De Ita, M., & González, E. (2009). Of visible and invisible and even intelligent classrooms. Educación Química, 20(3), 330-337. https://doi.org/10.1016/S0187-893X(18)30033-8
Russell, C., & Weaver, G. (2011). A comparative study of traditional, inquiry-based, and research-based laboratory curricula: Impacts on understanding of the nature of science. Chemistry Education Research and Practice, 12(1), 57–67. https://doi.org/10.1039/C1RP90008K
Sansón, O., Montagut, P., & González, R. (2002). Learning assessment in laboratory situations. Educación Química, 13(3), 188-200. http://dx.doi.org/10.22201/fq.18708404e.2002.3.66293
Tatli, Z., & Ayas, A. (2010). Virtual laboratory applications in chemistry education. Procedia Social and behavioral sciences, 9, 938-942. https://doi.org/10.1016/j.sbspro.2010.12.263
Tsai, C. Y., Ho, Y. C., & Nisar, H. (2021). Design and validation of a virtual chemical laboratory—an example of natural science in elementary education. Applied Sciences (Switzerland), 11(21). https://doi.org/10.3390/app112110070
Vergara, D. (2014). Evaluation of the use of different virtual resources at the university: a teaching experience. Revista de Currículum y Formación del Profesorado, 18(3), 441-455. https://recyt.fecyt. es/index.php/profesorado/article/view/74424
Vergara, D. (2019). Imposition of virtual laboratories in 21st century education. Revista de Tecnología de Información y Comunicación en Educación, 13(2), 119-128. https://revistaeduweb .org/index.php/eduweb/article/view/41
Vergara, D., & Rubio, M. (2015). The application of didactic virtual tools in the instruction of industrial radiography. Journal of Materials Education, 37(1-2), 17-26. https://www.researchgate. net/publication/296743516_THE_APPLICATION_OF_DIDACTIC_VIRTUAL_TOOLS_IN_THE_INSTRUCTION_OF_INDUSTRIAL_RADIOGRAPHY
Vergara, D., Rubio, M., & Lorenzo, M. (2017). New approach for the teaching of concrete compression tests in large groups of engineering students. Journal of Professional Issues in Engineering Education and Practice, 143(2). https://doi.org/10.1061/(ASCE)EI.1943-5541.0000311
Vergara, D., Rubio, M., & Lorenzo, M. (2018). A virtual resource for enhancing the spatial comprehension of crystal lattices. Education Sciences, 8(4), paper 153. https://doi.org/10.3390/educsci8040153
Vergara, D., Rubio, M., Prieto, F., & Lorenzo, M. (2016). Enhancing the teaching/learning of materials mechanical characterization by using virtual reality. Journal of Materials Education, 38(3-4), 63-74. https://gredos.usal.es/bitstream/handle/10366/149422/RubioCavero%2CMP_Art2.pdf? sequence=3&isAllowed=y
Verstege, S., Vincken, J., & Diederen, J. (2021). Blueprint to design virtual experiment environments. Computers and Education Open, 2, 100039. https://doi.org/10.1016/j.caeo.2021.100039
Wang, B., Qin, C., Liu, Y., & Sun, S. (2021). Construction and Application of a Virtual Simulation Experimental Teaching Center for Chemistry and Chemical Engineering. Daxue Huaxue, 0(0), 2109086–0. https://doi.org/10.3866/pku.dxhx202109086
Yukhymenko, M. A., Donnelly, D. F., Cowan, C., Berrett, B. D. (2021). A Latent Profile Analysis of University Faculty Subtypes for Mobile Technology Integration. Computers and Education Open, 2, 100052.
Educación Química por Universidad Nacional Autónoma de México se distribuye bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional.
Basada en una obra en http://www.revistas.unam.mx/index.php/req.