Optimizar el tiempo en el laboratorioaula invertida usando diferentes recursos didácticos

Abstract

A didactic proposal has been carried out applying the Flipped Classroom teaching methodology to the laboratory practices of three subjects taught in Bachelor´s Degrees. The teaching resources used were PowerPoint presentations (Chemistry and Biochemistry) and videos (Soil Science) available on the virtual campus and also on YouTube in the specific case of the videos. The methodological dynamic has been common to all subjects: prior autonomous preparation of the practices using one of the aforementioned resources, filling of a questionnaire at the beginning of each practice and surveys on completion of all the sessions. A good correlation has been found between the correct answers to the questionnaires and the final mark for the practices, with better results than in the previous year. This pattern is not reproduced in students who are less motivated and therefore more prone to not adequately preparing the practices. On YouTube, 831 views were recorded for all 14 videos, revealing the interest in this material both for students and for other external users. The surveys corroborated the scientific-technical quality of the videos, as well as the recognition of the effort and time devoted by the teachers to their production.