Resumen

ALMENDROS, Patricia; MONTOYA, Mónica  y  PABLO-LERCHUNDI, Iciar. Flipped classroom and collaborative learning in chemistry. Educ. quím [online]. 2021, vol.32, n.4, pp.142-153.  Epub 28-Feb-2022. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2021.5.78412.

Two active methodologies (flipped classroom and collaborative work) were applied in a basic Chemistry subject in the unit dedicated to solubility equilibrium in the BSc Degree in Agro-Environmental Engineering. Here, 101 students participated in the 2018/2019 and 2019/2020 academic years. Results show that the combination of these two methodologies leads to significant better learning results than the traditional class (master class and problem solving). It also contributes positively to students’ motivation. An appropriate combination of active methodologies can help students to participate in their own development and achievements, both in specific and transversal competences. Nevertheless, these methods had no effect on the dropout rate of the subject. It is necessary to improve their implementation by creating our own audiovisual resources or increasing the teacher-student ratio.

Palabras llave : activity learning; chemistry education; higher education; formative evaluation.

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