Student-Generated Videos to Promote Understanding of Chemical Reactions
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http://hdl.handle.net/2183/33039
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- GI- Quimolmat - Artigos [114]
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Student-Generated Videos to Promote Understanding of Chemical ReactionsData
2023-02-03Cita bibliográfica
Alberto A. Fernández, Margarita López-Torres, Jesús J. Fernández, and Digna Vázquez-García (2023). Student-Generated Videos to Promote Understanding of Chemical Reactions. Journal of Chemical Education, 100 (2), 1039-1046. DOI: 10.1021/acs.jchemed.2c00813
Resumo
[Abstract] Students were tasked with the creation of videos of ordinary reactions to promote significant learning of complex concepts underlying chemical transformations. Interactive infographics were used to deliver instructions. Afterward, students planned the experimental setup for the reaction execution and video recording using their mobile phones. The videos and an online questionnaire, also created by the students, were shared with other class members using the visual platform Padlet. The reasoning required to elaborate the questions contributed to a better understanding of the principles underpinning the chemical equation. An exit survey showed that planning and performing the activity were not time-consuming for the students. Marks attained by the students in questions related to chemical reactions improved after completing the activity.
Palabras chave
First-year undergraduate/general
Second-year undergraduate
Inorganic Chemistry
Laboratory instruction
Multimedia-based learning
Collaborative/Cooperative learning
Reactions
Second-year undergraduate
Inorganic Chemistry
Laboratory instruction
Multimedia-based learning
Collaborative/Cooperative learning
Reactions
Descrición
Published as part of the Journal of Chemical Education virtual special issue “Teaching Changes and Insights Gained in the Time after COVID-19”.
Versión do editor
Dereitos
Atribución 4.0 Internacional
ISSN
1938-1328