INTERACTIVE TECHNOLOGY THROUGH GROUP LEARNING FOR EXPERIMENTAL CHEMICAL LEARNING

Group Learning Activities (GLAs) are fixed components of high-level education programs. Their application is not only focused on share knowledge, they are also directed to develop some other skills related with students 'social life, such as collaborative and/or cooperative learning, useful for future works. Nonetheless, their application together with technology support is not an easy task, especially in the case of scientific learning. There are several works that support the applicability of interactive technologies within group activities. There are studies focused on kindergarten, primary and grade students. Nonetheless, there are no clear conclusions about the effect of Interactive Technology in science learning, and even less in science experimentation learning. The aim of this work is to assess the contribution of two interactive technologies offered within an experimental subject of the second course of the degree in chemistry: virtual tutorials and multiple-choice clickers. Experimental subjects corresponding to the first-degree courses are usually designed as easy recipes. All the steps that must be followed to perform the experiments are listed in the instruction sheets. In order to avoid this tendency, the proposed methodology is centred in the work carried out with the students before going into the laboratory. With this aim, in our proposed methodology, in the first session, students after a bibliographic research about a specific issue of study and working in groups of three, make a video tutorial related to the selected issue. After the visualization of all the videos, they do a simultaneous Critical Thinking test using multiple-choice clickers. The main objective to use clickers is to check the knowledge acquired by all students basing on the different video-tutorials.