Evaluation of Active Learning Approaches in Chemistry Instruction at the Undergraduate Introductory Level
DOI:
https://doi.org/10.56124/aula24.v1i3-25.006Keywords:
Active learning, Chemistry, didactic strategies, higher education, Amazon regionAbstract
The teaching-learning process of chemistry as a subject in the first university levels faces important challenges due to the conceptual complexity and pedagogical limitations of traditional methods. The present study evaluated the impact of three active learning strategies: Problem Based Learning (PBL), Laboratory Practices (PL) and Collaborative Learning (CL) in students of basic university level of the chemistry subject of the Instituto Superior Tecnológico Crecermas. The work had a mixed approach. The results show the comprehension of conceptualizations (60.8%) as the main difficulty, followed by teaching methods (21.7%). The effectiveness of the strategies implemented according to the students' perception was for the laboratory practices (63%); on the contrary, the quantitative analysis of the students' achievement highlighted collaborative learning and based learning with higher scores. It is concluded that the integration of active learning strategies strengthens the understanding of chemistry, promotes student motivation and contributes to overcome cognitive barriers in contexts with particular educational challenges, such as the Amazon region.
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