Invested laboratories: alternative for the learning of Organic and Biological Chemistry

Abstract

In the Chemical Engineering career, laboratory practices require students to have prior knowledge and certain skills for their development, being the operative techniques those that generally hinder the acquisition of knowledge. Taking into account the above and the fact of the application of the TICs curricular strategy in the subjects, this article aims to show the potentialities of the inverted class as an alternative for the development of the Organic and Biological Chemistry laboratories. The theoretical aspects of the flipped class are presented, in which the student is the protagonist of their learning before, during and after the experiments, promoting meaningful learning compared to traditional methods. Its use is exemplified in the experimental activity, identification of multiple links, in a laboratory of the subject, given to the Course by Encounters, presenting at each stage the activities to be developed by the student, and finally the advantages of working on the subject with this alternative. It is concluded that the subject is linked with the TICs curricular strategy, while on the basis of autonomous and collaborative learning, the levels of the cognitive domain of the well-known Bloom Taxonomy are applied according to the digital age, from its previous preparation with the video viewing with the pre-worksheet, to the most effective way of learning in a real field (to do), teaching others in a creative way by designing and editing your video with your mobile phone camera.