Game-Based Learning and Just-in-Time Teaching to Address Misconceptions and Improve Safety and Learning in Laboratory Activities

Autor/inn/en	Llanos, J.; Ferna´ndez-Marchante, C. M.; Garci´a-Vargas, J. M.; Lacasa, E.; de la Osa, A. R.; Sanchez-Silva, M. L.; De Lucas-Consuegra, A.; Garcia, M. T.; Borreguero, A. M.
Titel	Game-Based Learning and Just-in-Time Teaching to Address Misconceptions and Improve Safety and Learning in Laboratory Activities
Quelle	In: Journal of Chemical Education, 98 (2021) 10, S.3118-3130 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Llanos, J.) ORCID (de la Osa, A. R.) ORCID (Sanchez-Silva, M. L.) ORCID (De Lucas-Consuegra, A.) ORCID (Garcia, M. T.) ORCID (Borreguero, A. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.0c00878
Schlagwörter	Game Based Learning; Educational Games; Teaching Methods; Safety Education; Laboratory Safety; Questionnaires; Scores; Student Evaluation; Chemistry; Engineering Education + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Sicherheitserziehung; Fragebogen; Schulnote; Studentische Bewertung; Chemie; Ingenieurausbildung
Abstract	Serious game-based learning coupled with just-in-time teaching strategies was applied by offering six different questionnaires to evaluate student knowledge about the safety issues and theoretical concepts and protocols of laboratory exercises. The questionnaires were presented with an appearance similar to that of computer games by means of the Kahoot! platform. Passing the safety questionnaire was mandatory, and high scores were achieved by all the students, ensuring they all properly knew the laboratory safety rules. We consider this point essential in chemistry and engineering education, because future professionals must be aware of the importance of safety. In addition, responses to the questionnaires regarding the theory and procedures of each laboratory session allowed us to detect the main problems students had in the acquisition of the theoretical concepts before starting the practical activities. Additionally, the satisfaction of teachers and students with this methodology was also evaluated through surveys in the Moodle platform, showing consensus about the fact that the questionnaires are a valuable tool. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01