Assessment of Competencies in University Laboratory Practice

Objective: The aim of this work is to evaluate the achievement of the competences linked to the laboratory practices of two subjects by means of the inverted classroom pedagogical model. The subjects involved are Organic Chemistry (QO) and Biology and Biochemistry (BB) of the Degree in Chemical Engineering of the University of Las Palmas de Gran Canaria (ULPGC). Theoretical Framework: Laboratory experimentation facilitates the understanding of theoretical concepts that require abstract thinking skills. Method: The student prepares the laboratory practices autonomously by means of manuals, videos, etc., and solves questionnaires before and after the face-to-face sessions. Results and Discussion: Students achieve or improve competencies within the academic year by learning the dynamics of the subjects. They make an effort according to the weight of the activity in their evaluation and show difficulty in using conceptual reasoning. They show a high degree of compliance in doing the previous work (between 93 and 78% of the participants always comply) and high satisfaction with the methodology and with what they have learned (4.57 and 4.75 on a 5-point Likert scale). Research Implications: The activities designed to assess the acquisition of competencies common to both subjects are appropriate. The flipped classroom model fosters student autonomy and confidence in the laboratory. Originality/Value: The inverted classroom model contributes to improve students' autonomy and confidence in the laboratory. This model is applied in two different subjects at different levels (second and third year), but to the same students.