Engaging in analytical chemistry in review classes: contests based on TV shows as fun evaluable checkpoints
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ABCS OF EDUCATION AND PROFESSIONAL DEVELOPMENT IN ANALYTICAL SCIENCE
Engaging in analytical chemistry in review classes: contests based on TV shows as fun evaluable checkpoints Rebeca Miranda-Castro 1
&
Noemí de-los-Santos-Álvarez 1
# Springer-Verlag GmbH Germany, part of Springer Nature 2020
Introduction One of the tools accompanying the change from an instructorcentered to learner-centered education, as a central pillar of the European Higher Education Area, was the embodiment of review sessions in small groups scattered throughout the course in each subject. Homework assignments consisting of problem/ question sets that are solved in the class are the recommended activities by University authorities. In some cases, as our University, these sessions are compulsory and also evaluable. We have noticed that these activities do not motivate students to study hard. On the contrary, students limit their work to solve the few and specific questions (restricted to the allocated time in class), obviating a comprehensive study. This poor study compromises the flourishing of stimulating questions to discuss in these review sessions and most students remain in a passive role unless they are called to explain one of the problems/questions. This attitude leads to students missing the opportunities these review sessions offer to reach an advanced level of knowledge or just to solve the doubts. In an attempt to engage students in a daily study of Analytical Chemistry, keeping their attention in review sessions that help them to extract the key features of the intricate set of analytical techniques, we show here a pilot gaming project. Gaming promotes active learning [1] and healthy competiveness enliving classroom sessions [2]. On-line instant polling platforms, with and without the need of smartphones, allow anonymity providing a non-threatening environment for students who cannot longer skip participation. They are adapted Published in the topical collection featuring Female Role Models in Analytical Chemistry. * Noemí de-los-Santos-Álvarez [email protected] 1
Dpto. Química Física y Analítica, Universidad de Oviedo, Julián Clavería 8, 33006 Oviedo, Spain
to the generation Z (born between 1995 and 2012) who are digital natives and seem to be more visual and tactile than listening learners and are highly dependent on immediate feedback and reward [3]. Besides, they provide real-time answering simplifying result collection and record keeping [4, 5]. Gamification is more intensively used in primary and secondary schools but it is increasingly common at the university level [1, 2, 6–8] combined with on-line gaming apps [9–11], though slower than expected [12]. Inspired by previous examples using TV quiz show games, such as Who wants to be a chemical millionaire? [1, 13], we implemented a tuned version of it in two analytical subjects. Before attendance to the revision gaming classes, students were previously trained during theory sessions in handling different response platforms and in the type of questions they can expe
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