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    FLIPPED LABORATORY: AUTONOMOUS LEARNING IN ACQUIRING SKILLS FOR PHYSICAL CHEMISTRY LABORATORY PRACTICES
    (iated DIGITAL LIBRARY, 2024-07-18) rodriguez montoro, Oscar; Arencibia Villagrá, Amaya; Murillo Criado, Diana
    Abstract: Introduction and Objectives: The Flipped Learning methodology was applied in the laboratory practical sessions of Physical Chemistry (FL-L) in the degrees of Pharmacy and Experimental Sciences at the Rey Juan Carlos University (URJC). The main purpose is to promote responsible and autonomous student learning to enhance student motivation and collaboration between teacher and student [1]. The project has been motivated by the detected lack of prior autonomous preparation required from students before their practical sessions that justifies the necessity of addressing the issue with alternative methodologies. The Flipped Classroom model used in laboratory practical classes represents a form of blended learning that allows to combine alternative strategies outside the laboratory with those in-person, taking the advantages of the strengths of both modalities at each stage of the educational process [2]. Methodology: The "Adsorption Isotherm" laboratory practice was chosen for its development [3]. To implement the FL-L methodology, additional material (self-made videos, presentations, etc.) was elaborated, which has been provided to students during the previous days for preparing the laboratory session. At the beginning of each practical session, a teacher-student discussion was initiated, questions were raised, and active formative feedback was established through specifically designed rubrics using the interactive WooClap tool. These can be displayed on the laboratory screen for students to compare their responses with those of their peers. To complete the evaluation prior to the session, students undergo a brief test on the material, fundamentals, and objectives to be achieved in the practical session. This mark can be considered along with the correction of the laboratory notebook. Once the students had demonstrated enough independence, they were prepared to conduct the practical session with minimal supervision from the teacher. To make the session more enjoyable and engaging for the students, they are allowed to use the specially created hashtag for the activity (#IA-LURJC) on their social media, capturing images and/or videos during the practice session. Finally, the students are subjected to a satisfaction survey to assess their objective impression of the activity. For evaluation, students presented a technical report of laboratory experience and experimental results with the corresponding treatment for extracting conclusions, and they had to pass a written exam in the regular period of ordinary exams. Results: Good results were found for the two studied experiences. The evaluation in WooClap serves as an initial indicator of autonomous knowledge. The pre-test and the laboratory notebook were evaluated together. For example, in the case of “Pharmaceutical Physiochemistry” of the degree of Pharmacy, students obtained an average grade of 7.91 with Flipped Laboratory, a significant improvement compared to the previous year (7.21) with conventional methodology. In the written exam, the average grade was 8.71, also a considerable improvement compared to the previous year (6.51). References: [1] L. Abeysekera et al., Higher Educ. Res. Dev. 34, 1-14, 2015. [2] J. M. Campillo-Ferrer et al., Humanit. Soc. Sci. Commun. 8, 176, 2021. [3] A. Arencibia et al., Laboratorio de Química Física. Editorial Universitaria Ramón Areces, 2005. Keywords: Practical methods for teaching science, flipped learning, Physical Chemistry learning, laboratory.
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    FLIPPED LABORATORY: AUTONOMOUS LEARNING IN ACQUIRING SKILLS FOR PHYSICAL CHEMISTRY LABORATORY PRACTICES
    (Proceedings of EDULEARN24 Conference, 2024) Arencibia Villagrá, Amaya; Rodríguez Montoro, Oscar; Murillo Criado, Diana
    The present study, which we have called Flipped Laboratory, integrates the flipped classroom methodology approach in laboratory settings. The implementation of this methodology has been carried out in the laboratory specifically for Physical Chemistry practices (AI-L) in two courses in the degrees of Pharmacy and Experimental Sciences at Rey Juan Carlos University (URJC). The main goal has been to encourage self-directed learning among students in this experimental area for the development of their practical skills in the laboratory. To achieve this purpose, several digital resources have been provided to students before each practical daily session. At the beginning of the practical sessions, discussions were promoted between assistant professors and students both in person and using interactive platforms. Subsequently, students have carried out their practical sessions with complete autonomy. The direct consequence of these initiatives is that students have gained a greater degree of independence in their practical work. Objective assessment results indicated highly positive outcomes. Additionally, the analysis of student satisfaction surveys has revealed increased motivation and efficient participation. These results show how students were able to take charge of guiding their own learning thoroughly during practical sessions, thereby fulfilling the intended objectives.