Chemistry for all: experience of transforming a general chemistry course in a university immersed in a context of socioeconomic vulnerability.

Abstract

This work presents a course transformation process of an initial chemistry course for engineering students based on the implementation of Flipped Classroom and Guided Enquiry. To evaluate its impact a Chemistry Concept Inventory and a students’ focus group was used. It is possible to observe significant differences in the pre/pos-test comparison of the results of the inventory for the global segment as well as the segment of students with lower socioeconomic status (deciles 1-4).
Additionally, students report a positive vision of the learning and competencies developed in the course. However, some aspects related to the evaluation are considered negative. It is possible to conclude that active learning strategies have a positive impact on students’ learning and their satisfaction with the course.