It has been well documented that, when students are actively engaged in learning, they process and retain information more efficiently, and develop higher order thinking skills. Based on this consideration, we decided to reform our Geochemistry course by implementing the flipped classroom as a strategy to enhance active learning.
On one hand, we deliver course content through a variety of online educational resources (lecture notes, didactic videos and interactive quizzes elaborated with financial support from DGAPA-UNAM to PAPIME projects PE102917 and PE103618) that allow students to practice autonomy and take control over their learning, by choosing the materials, the times and the place that best fit their needs and personal situations.
On the other side, by transferring the acquisition of basic knowledge outside of the classroom, during class time we have the possibility to explore topics in more detail and to create meaningful learning opportunities. We typically involve our students in collaborative learning activities, in which they use geochemical data to solve geological problems; or analyze and discuss information concerning a variety of geochemical issues. The classroom thus turns into a dynamic and interactive environment that fosters student motivation and engagement, and in which learning becomes a really gratifying experience.
In this presentation we will share our positive experience with the flipped Geochemistry course, as well as some examples of the collaborative and cooperative learning activities we realize in the classroom.