Track 12. Educational Innovation Authors: María Del Mar López Guerrero, Gema López Guerrero and Juan Carlos García Mesa https://youtu.be/CHiTn4F6b00

1. Using Flipped classroom at University to
improve the chemistry learning
M. M. López Guerrero
Department of Analytical Chemistry, Faculty of Sciences,
University of Málaga Campus of Teatinos, 29071 Malaga, Spain

2. Chemistry lecturers at the University are faced with the problem of lack of
interest in this subject. This issue appears in general when students have to
study chemistry, but it is especially huge in engineering degrees students.
This lack of interest makes difficult a significant learning of chemistry,
causing a mechanical acquisition of knowledge, as a consequence a poor
retention and understanding.

3. Issue “Chemophobia”
There are several causes:
• poor training in this Subject during Secondary Education (Middle
and High School)
• the manner in which its contents are taught, which is insufficient
to allow an understanding of the subject.

4. • Chemistry is not an easy discipline.
• Chemistry goes between a microscopic level (concept of atoms,
atomic theories, etc.) to the macroscopic and symbolic
perspective (solutions, equilibria, etc.)

5. The public image of Chemistry is mostly negative.
According to Schummer, Bensaude-Vincent and Van Tiggelen (2006) every scientific
disciplines, specially, chemistry seems to be having a negative image, being
popularly associated with poisons, hazards, chemical warfare, pollution, through
pseudo-scientific aspects of alchemy, witchcraft and even schizophrenia of mad
scientists

6. Difficulties
Every year, the first day of my Chemistry classes,
I find the same problems.
Most of the Students of Mechanical Engineering Degree think: this
subject should not be present in their programs, because it will not be
useful throughout either their professional career or their academic
degree.
It is the reason why teachers should:
* make understand that chemistry is necessary for everyday life,
professional and academic future.
*make attractive Chemistry, changing the used teaching
methods.

7. • Simulators
• Plickers is a powerfully simple tool for quick checks for understanding
to know whether your students are understanding

8. The first step for students is:
Familiarize yourself with the guidelines for building and naming
compounds.
Massive Open Online Courses, MOOCs, are online courses that allow
participants free access and unrestricted participation to any course.

9. • Flipped classroom developed by the students. Flipping the
classroom involves pushing lecture material outside the classroom
as a form of homework or pre-class preparation, leaving more time
in class for interactive or engaging exercises.
• The key purpose of the flipped classroom is to provide a greater
focus on students' application of conceptual knowledge
• Different groups of students left videos under 7 minutes on the
internet, Youtube, about concepts as: the atomic theory, the
periodic table, the different kinds of chemical bonds and so on.

10. • Escape Room. It is a very current concept in education, based on the
development of mental skills for the solution of enigmas and
problems, thus getting students to put creativity and critical thinking
at stake.
• The escape room was called Zombie Atack. For that experience
students had 1 hour and 30 minutes.
ZOMBIE ATACK

11. 5 group of students
1. Activity. Theorical concepts
Word search and crossword

12. 3 lecturers
2. Activity. Riddle for finding the last activities.

13. 3. Activity. Lab practices

15. Experimental
• After students finished the course they were suggested to complete
several surveys about their experiences.
• The sample consisted of 17 volunteer students from a class, at the first
course of Mechanical Engineering Degree at University of Málaga,
during the second semester; introductory chemistry course. The study
was carried out during the course 2017/18.
• Each student made one questionnaire about the utility of the use of
flipped classroom in order to make easy the compression of the
subject. Students´ responses were analysed using a Likert scale. The
scale of the test was a five point Likert type scale with a range of five
options.
The positive items range from 1= Certainly Disagree to 5 = Certainly Agree.

16. Results and discussion
That information indicates that the flipped classroom works as the
researchers were interested.
Indicate the degree of satisfaccion with the
Flipped classroom methodogoly

17. 0
2
4
6
8
10
12
14
16
18
Yes No
Do you consider the presented
materials "useful"?
All of them answered that the material was totally useful.

18. 0
2
4
6
8
10
12
Strongly disagree Disagree Indifferent Agree Strongly agree
Have you reached the contents with the
depth you expected?
10 Students
2 Students2 Students
1 Student
2 Students
12 of all 17 answered the survey thought that the content of the course are
appropriate.

19. 0
2
4
6
8
10
12
14
16
Yes No
Would you recommend to a friend, partner,
family ...?
15 of all 17 agreed with the statement of recommend the new methodology to friends,
partner, family….

20. • Students reported using the Flipped classroom multiple times
throughout the course, not only for class preparation, for completing
homework, test preparation, reinforcing concepts, and clarifying
concepts.
• The marks of the students who worked using Flipped classroom were
increased in two units, which seemed to be due to the target activity.
• A majority of students found the Flipped classroom useful for them.
• The Chemistry Flipped classroom will continue to be used for the
foreseeable future.

21. My thanks to University of Málaga (I Plan
Propio Integral de Docencia, Universidad de
Málaga) for allowing us to develop this project
and the financial support.