Experimental learning

Experimental learning . Way that can be applied in the Organic Chemistry discipline through the presentation of laboratory practices as problems, stages of application of the experimental method and the use of various organizational forms.


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  • 1 Experimental skills
  • 2 Experimental instrumentation of the Organic Chemistry discipline
  • 3 Experimental actions and / or operations (non-terminal)
  • 4 Experimental operations (simple)
  • 5 Intellectual actions and operations
  • 6 References
  • 7 Sources

Experimental skills

Experimental skills allow the Chemistry teacher to solve the problems of the school chemical experiment . Through the school chemical experiment, students develop, among other skills, observation, description, explanation of phenomena, and work with hypotheses and predictions.

In addition, the assembly of the devices is carried out taking into account the properties of the substances, they develop skills and habits in working with the substances , laboratory tools and in safety and hygiene measures, etc.

One possible way to contribute to perfecting experimental learning in Organic Chemistry is to start from a psychological conception of skills, apply a theoretical model to translate the previous conception on the pedagogical level, select and structure the performance of students, the practical introduction and evaluation of results.

The assumed personological conception consists in applying the structure and functioning of the personality to explain any problem related to man.

The personality structure is made up of two regulation systems: the affective inductive or motivational regulation system and the instrumental cognitive or executive regulation system .

The focus will be on executing instrumentation, this being the functional unit of the instrumental cognitive regulation system that manifests the subject’s performance execution in a context. The latter includes both activity and communication .

In its structure appear the conscious and unconscious, voluntary and involuntary instrumentation: performance, action, operation, ability, habit and possibly capabilities.

Methods can be the starting points for critical approaches to address how we teach and learn, how we communicate, and how we view relationships between students and teachers.

Kemmis ( 2006 ) asks this question about action research, and we wish to ask the same questions about our problem-solving methods: “Do they problematize intersubjectively, opening a communicative space for conversation between co-participants in practice and settings? ” The answer to this question should be yes. The processes of cognition, observation, finding new approaches to solving problems are a common task for all involved. [one]

Illeris ( 2004 ) that delves into experimental learning. She says that the experience of the concept contains everything. It includes the integrity of a situation and of subjective experience. This is how important our real life experiences focus on problem solving. [2]

To refer to this experimental learning Illeris ( 2000 ) needs some pre-conditions:

  • The subjective experiences of the apprentice, with cognitive, emotional and social aspects, are linked in continuous processes, backwards and forwards in time.
  • The beginner has to be actively present and aware of his interactions in the situation.
  • Experimental learning is subjective, concrete, interactive and complex. The methods in the Prosolva project take into account the subjectivity of the partners.
  • In addition, subjective experiences are used as a platform to learn in relation to others.
  • You learn by making ourselves visible to you and opening doors for openness to new perspectives.

Experimental instrumentation of the Organic Chemistry discipline

  • Experimentally design procedures to obtain, synthesize, extract, separate, purify and identify organic substances .
  • Experimentally check physical and chemical properties of substances


Actions and / or experimental operations (not terminal)

  • Synthesize organic substances
  • Obtain organic substances
  • Reflow
  • Distill at ambient standard pressure
  • Distill at reduced pressure
  • Distill in steam
  • Extract solid organic substances with a Soxhlet device
  • Extract liquid organic substances with a separatory funnel
  • Decanting the components of a mixture using a separatory funnel
  • Filter the components of a mixture under ambient standard pressure
  • Filter the components of a mixture under reduced pressure
  • Recrystallize
  • Check the solubility in water and organic solvents of organic substances
  • Check the combustibility of organic substances
  • Check chemical properties through characteristic tests of organic functions
  • Identify samples of organic substances from organic analysis methods
  • Assemble appliances
  • Purify organic substances

Experimental operations (simple)

  • Heating: with gas burner, water bath with and without thermostat and at reflux
  • Measure the mass
  • Measure fluid volumes
  • Measure temperature
  • Transfer
  • Dry off
  • Wash solids
  • Handle clamps , test tubes , capsules, mortars , depressed plates, and beakers

Intellectual actions and operations

  • Check
  • Observe
  • Describe
  • Compare
  • Design
  • Explain
  • Identify
  • To argue
  • Assess
  • Represent chemical equations


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