Educational resources in “polimedia” format for the introduction to organic chemistry
Article Sidebar
Main Article Content
Abstract
Audiovisual educational resources in digital format are today a decisive element in teaching at all levels. Their use through YouTube and other platforms has become an essential feature of contemporary scientific culture, with a significant impact on training, science communication, and a wide range of social and educational contexts. The teaching of subjects such as chemistry especially benefits from these resources, as they require proper coordination between visual and textual information, in addition to reinforcing experimental work. This paper presents a set of learning objects (LOs) designed, implemented, and evaluated for the introduction to organic chemistry in the Agronomy and Food Technology programs taught at Polytechnic University of València (Spain). The LOs were produced in a format known as polimedia, as defined in the Network Teaching Project of that university. Their development paid special attention to the integration of different levels of description—atomic-molecular, macroscopic, and symbolic—to their connection with agri-food aspects from a Science-Technology-Society perspective, and to the progressive promotion of interactivity in the pedagogical approach.
Article Details
Citas en Dimensions Service
References
Agustian, H. Y., y Seery, M. K. (2017). Reasserting the role of pre-laboratory activities in chemistry education: A proposed framework for their design. Chemistry Education Research and Practice, 18(4), 518–532. https://doi.org/10.1039/C7RP00140A DOI: https://doi.org/10.1039/C7RP00140A
Baruque, L. B., y Melo, R. N. (2004). Learning theory and instruction design using learning objects. Journal of Educational Multimedia and Hypermedia, 13(4), 343–370. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=c2be3e797c9c5587cf4120e354362b26e421d290#page=9
Ben-Zvi, N., y Gai, R. (1994). Macro- and micro-chemical comprehension of real-world phenomena: Classroom knowledge versus the experience of the senses. Journal of Chemical Education, 71(9), 730. DOI: https://doi.org/10.1021/ed071p730
Ben-Zvi, R., Silberstein, J., y Mamlok, R. (1990). Macro-micro relationships: A key to the world of chemistry. Relating macroscopic phenomena to microscopic particles, 183–197.
Cardona Serrate, F., y Llorens-Molina, J. A. (2020). Docencia inversa en la asignatura Fundamentos Químicos para la Ciencia y Tecnología de los Alimentos. En INNODOCT 2019 (pp. 517–525). Editorial Universitat Politècnica de València. https://doi.org/10.4995/INN2019.2019.10099 DOI: https://doi.org/10.4995/INN2019.2019.10099
Galagovsky, L., Di Giacomo, M. A., y Castelo, V. (2009). Modelos vs. dibujos: El caso de la enseñanza de las fuerzas intermoleculares. Revista Electrónica de Enseñanza de las Ciencias, 8(1), 1–22.
Gilbert, J. K., y Treagust, D. F. (2009). Introduction: Macro, submicro and symbolic representations and the relationship between them: Key models in chemical education. In Multiple representations in chemical education (pp. 1–8). Dordrecht: Springer Netherlands. DOI: https://doi.org/10.1007/978-1-4020-8872-8_1
Kalolo, J. F. (2019). Digital revolution and its impact on education systems in developing countries. Education and Information Technologies, 24, 345–358. https://doi.org/10.1007/s10639-018-9780-2 DOI: https://doi.org/10.1007/s10639-018-9778-3
Kohler, S., y Dietrich, T. C. (2021). Potentials and limitations of educational videos on YouTube for science communication. Frontiers in Communication, 6, 581302. https://doi.org/10.3389/fcomm.2021.581302 DOI: https://doi.org/10.3389/fcomm.2021.581302
Llorens-Molina, J. A. (2009). Design and assessment of an online prelab model in general chemistry: A case study. Journal of the Research Center for Educational Technology, 4(2), 15–31.
Llorens-Molina, J. A., y de Jaime, J. L. (2018). Screencasts in the classroom: Design and assessment. INTED2018 Proceedings, 2959–2967. https://doi.org/10.21125/inted.2018.0558 DOI: https://doi.org/10.21125/inted.2018.0558
Llorens-Molina, J. A., Atarés, L., y Lacuesta, R. (2014). Diseño de objetos de aprendizaje en formato polimedia para el desarrollo de actividades pre-laboratorio en química general. Jornadas INRED, UPV, 116–129.
Llorens, J. A. (1991). Comenzando a aprender química. Ideas para el desarrollo curricular (Colección aprendizaje). Visor.
Maceiras, R., Cancela, A., y Goyanes, V. (2010). Aplicación de nuevas tecnologías en la docencia universitaria. Formación Universitaria, 3(1), 21–26. https://doi.org/10.4067/S0718-50062010000100003 DOI: https://doi.org/10.4067/S0718-50062010000100004
Más, C. J. F., y Furió, C. (2000). Dificultades conceptuales y epistemológicas en el aprendizaje de los procesos químicos. Educación Química, 11(3), 300–308. DOI: https://doi.org/10.22201/fq.18708404e.2000.3.66442
Mayer, R. E., Fiorella, L., y Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research and Development, 68(3), 837–852. https://doi.org/10.1007/s11423-020-09745-4 DOI: https://doi.org/10.1007/s11423-020-09749-6
Molina, J. A. L., Pedro, M. V. G., y Miranda, W. T. (2022). Uso de Lessons como herramienta de aprendizaje y evaluación formativa. En Actas del Congreso Internacional Virtual USATIC 2022. Ubicuo y social: Aprendizaje con TIC (p. 46). ISBN 978-84-18321-43-6.
Nadelson, L. S., Scaggs, J., Sheffield, C., y McDougal, O. M. (2015). Integration of video-based demonstrations to prepare students for the organic chemistry laboratory. Journal of Science Education and Technology, 24, 476–483. https://doi.org/10.1007/s10956-014-9555-2 DOI: https://doi.org/10.1007/s10956-014-9535-3
Reina, A., García-Ortega, H., Hernández-Ayala, L. F., Guerrero-Ríos, I., Gracia-Mora, J., y Reina, M. (2021). CADMIO: Creating and curating an educational YouTube channel with chemistry videos. Journal of Chemical Education, 98, 3593–3599. https://doi.org/10.1021/acs.jchemed.1c00542 DOI: https://doi.org/10.1021/acs.jchemed.1c00794
Rudenkin, D., y Grushevskaya, V. (2024, December 29). YouTube as an instrument of learning in higher education: Opportunities and challenges. European Conference on e-Learning (pp. 684–XVII). https://www.proquest.com/openview/7130fc064b720a812239e464fa7bbab1/1?pq-origsite=gscholar&cbl=1796419
Schmidt-McCormack, J. A., Muniz, M. N., Keuter, E. C., Shaw, S. K., y Cole, R. S. (2017). Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chemistry Education Research and Practice, 18(4), 749–762. https://doi.org/10.1039/C7RP00139E DOI: https://doi.org/10.1039/C7RP00078B
Smith, D. K. (2014). iTube, YouTube, WeTube: Social media videos in chemistry education and outreach. Journal of Chemical Education, 91(10), 1594–1599. https://doi.org/10.1021/ed400416m DOI: https://doi.org/10.1021/ed400715s
Stieff, M., Werner, S. M., Fink, B., y Meador, D. (2018). Online prelaboratory videos improve student performance in the general chemistry laboratory. Journal of Chemical Education, 95(8), 1260–1266. https://doi.org/10.1021/acs.jchemed.8b00146 DOI: https://doi.org/10.1021/acs.jchemed.8b00109
Talanquer, V. (2009). On cognitive constraints and learning progressions: The case of “structure of matter”. International Journal of Science Education, 31(15), 2123–2136. https://doi.org/10.1080/09500690802402830 DOI: https://doi.org/10.1080/09500690802578025
Vera, M. D. M. S. (2012). Diseño de recursos digitales para entornos e-learning en la enseñanza universitaria. RIED-Revista Iberoamericana de Educación a Distancia, 15(2), 53–74. https://doi.org/10.5944/ried.15.2.2491 DOI: https://doi.org/10.5944/ried.2.15.599
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Educación Química por Universidad Nacional Autónoma de México se distribuye bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional.
Basada en una obra en http://www.revistas.unam.mx/index.php/req.