Recording student-generated videos of theoretical notions as a self-learning tool in chemistry experimental subjects by first-year undergraduate students

Resumen

The assimilation of theoretical notions, on which laboratory subjects are based, is a key aspect in the learning process of chemistry students. However, most of them do not assimilate properly the learned concepts, or even some have not studied them. Hence, an explanation of some theoretical concepts in the laboratory sessions is mandatory. In this sense, the use of instructional videos describing theoretical concepts using flipped teaching methodology has been extended as an alternative to stimulate the self-learning of high educational level students. However, the student role in flipped teaching videos is passive, only based on viewing; then, an active participation is desirable for a complete concept understanding. To avoid students' passivity, they may become the main protagonists of their own learning, which could be possible for example through the recording of videos prepared by themselves. This activity can help student’s understanding and, subsequently, improve their learning, since they should explain the theoretical concepts, on which experimental sessions are based, using their own words. Moreover, the preparation of these videos not only acts as a tool to increase their knowledge on the subject, but also as a self-evaluation from a critical position.In the present work, students from first-year of Chemistry Degree at the University of Valencia (Spain), concretely from the first laboratory subject “Chemistry Laboratory I”, participated recording videos about the theoretical concepts on which different experimental sessions are based. For this purpose, students were organized in pairs or trios, and the professor ask them to perform a video-recording explaining the selected experimental sessions. Once recorded, students perform the video edition, and, it was shared with professor and the rest of classmates. Finally, a satisfaction survey (about the learning activity) was filled by students in order to evaluate the suitability and effectiveness of the student-generated videos regarding to experimental sessions understanding. Results showed that most of the students evaluated the video-recording activity as a positive experience, since it was a useful tool for auto-diagnosis and self-learning.