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Facultad de Química, UNAM
Revista
Repositorio
Contacto
Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx
Batista Zaldívar, Mario Adelfo, et al. (2024). Virtual teaching-learning of the experimental component of chemistry: a didactic strategy. Educación Química; Vol. 35 Núm. 3, 2024; 20-37. Recuperado de https://repositorio.unam.mx/contenidos/4159068
Autor(es)
Batista Zaldívar, Mario Adelfo; Giler Intriago, Sonia Nathaly; Luzardo Gorozabel, Binnie Patricia; Ruperti Montesdeoca, Juan Pablo; Sacoto Palacio, Gisella Larissa; Lucas Pachay, Pedro Vicente; Falconí Vélez, Miguel Andrés
Tipo
Artículo de Investigación
Área del conocimiento
Biología y Química
Título
Virtual teaching-learning of the experimental component of chemistry: a didactic strategy
Fecha
2024-07-23
Resumen
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.
Tema
chemistry; didactic strategy; experiential learning; teaching-learning; virtual modality; química; estrategia didáctica; aprendizaje experimental; enseñanza-aprendizaje; modalidad virtual
Idioma
spa
ISSN
ISSN electrónico: 1870-8404; ISSN impreso: 0187-893X
