dor_id: 4135113

506.#.#.a: Público

590.#.#.d: Los artículos enviados a la revista "Educación Química", se juzgan por medio de un proceso de revisión por pares

510.0.#.a: Bibliografía latinoamericana (Biblat); Coordinación de la formación del personal de nivel superior (CAPES); Consejo Nacional de Ciencia y Tecnología (CONACyT); Dialnet; Sistema Regional de Información en Línea para Revistas Científicas de América Latina, el Caribe, España y Portugal (Latindex); Matriz De Información de Análisis de Revistas (MIAR); PERIODICA; Scientific Electronic Library Online (SciELO); A Division of the American Chemical Society (CAS); Scimago Journal & Country Rank; Scopus; European Reference index for the Humanities and Social Sciences (ERIHPLUS)

561.#.#.u: https://quimica.unam.mx/

561.#.#.a: no

650.#.4.x: Biología y Química

336.#.#.b: article

336.#.#.3: Artículo de Investigación

336.#.#.a: Artículo

351.#.#.6: https://www.revistas.unam.mx/index.php/req

351.#.#.b: Educación Química

351.#.#.a: Artículos

harvesting_group: RevistasUNAM

270.1.#.p: Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx

590.#.#.c: Open Journal Systems (OJS)

270.#.#.d: MX

270.1.#.d: México

590.#.#.b: Concentrador

883.#.#.u: https://revistas.unam.mx/catalogo/

883.#.#.a: Revistas UNAM

590.#.#.a: Coordinación de Difusión Cultural

883.#.#.1: https://www.publicaciones.unam.mx/

883.#.#.q: Dirección General de Publicaciones y Fomento Editorial

850.#.#.a: Universidad Nacional Autónoma de México

856.4.0.u: https://www.revistas.unam.mx/index.php/req/article/view/76857/68586

100.1.#.a: Villavicencia Queijeiro, Alexa; Espinosa Escobar, Laura Alicia; Sosa Reyes, Ana María; López Zepeda, Jorge Luis; Suzuri Hernández, Luis Jiro

524.#.#.a: Villavicencia Queijeiro, Alexa, et al. (2020). COVID-19 School Disruptions as Drivers of Curriculum Change in the Forensic Science Organic Chemistry Laboratory. Educación Química; Vol. 31 Núm. 5, 2020: Número especial. Experiencia sobre la enseñanza remota; 3-14. Recuperado de https://repositorio.unam.mx/contenidos/4135113

245.1.0.a: COVID-19 School Disruptions as Drivers of Curriculum Change in the Forensic Science Organic Chemistry Laboratory

502.#.#.c: Universidad Nacional Autónoma de México

561.1.#.a: Facultad de Química, UNAM

264.#.0.c: 2020

264.#.1.c: 2020-12-08

653.#.#.a: First-Year Undergraduate/General; Curriculum; Laboratory Instruction; Distance Learning/Self Instruction; Forensic Chemistry; First-Year Undergraduate/General; Curriculum; Laboratory Instruction; Distance Learning/Self Instruction; Forensic Chemistry

506.1.#.a: La titularidad de los derechos patrimoniales de esta obra pertenece a las instituciones editoras. Su uso se rige por una licencia Creative Commons BY-NC-ND 4.0 Internacional, https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es, para un uso diferente consultar al responsable jurídico del repositorio por medio del correo electrónico educquim@unam.mx

884.#.#.k: https://www.revistas.unam.mx/index.php/req/article/view/76857

001.#.#.#: 047.oai:ojs.pkp.sfu.ca:article/76857

041.#.7.h: spa

520.3.#.a: COVID-19 severely disrupted the way students, worldwide, are taught. Courses that rely on hands-on activities to achieve their educational goals have been particularly affected because not all practical skills can be taught effectively outside specialized spaces like laboratories. In spite of the unplanned shift to distance learning, instructors at UNAM’s Forensic Science Undergraduate Program seized this opportunity to engage in a careful examination of teaching practices in the Organic Chemistry laboratory and the role these practices play in realizing the goals of the curriculum. To assess laboratory teaching, we analyzed the laboratory activities completed before shutdown against the criteria of three assessment instruments. Overall, the tasks carried out in the laboratory appear to favor the development of conceptual understanding and the acquisition of technical proficiency in the use of materials and instruments. However, it seems that these aims overshadow other important ones and leave little time for reflection on aspects of the nature of science that could strengthen the research background of forensic scientists. Determining how to adapt laboratory teaching to distance learning must be preceded by a thorough appraisal, not only of the technical obstacles, but also of the aims of the curriculum—particularly when teaching chemistry to non-chemists.

773.1.#.t: Educación Química; Vol. 31 Núm. 5 (2020): Número especial. Experiencia sobre la enseñanza remota; 3-14

773.1.#.o: https://www.revistas.unam.mx/index.php/req

022.#.#.a: ISSN electrónico: 1870-8404; ISSN impreso: 0187-893X

310.#.#.a: Trimestral

300.#.#.a: Páginas: 3-14

264.#.1.b: Facultad de Química, UNAM

doi: https://doi.org/10.22201/fq.18708404e.2020.5.76857

handle: 7a5c9d7c79aae9e7

harvesting_date: 2023-06-20 16:00:00.0

856.#.0.q: application/pdf

file_creation_date: 2020-12-09 15:32:14.0

file_modification_date: 2020-12-09 15:32:16.0

file_creator: Alexa Villavicencia Queijeiro

file_name: 9f8d93cbb5cf9adc153584367bf2a92d6ad915014f83d6d91c8312b1c1844e3e.pdf

file_pages_number: 12

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file_size: 1219306

245.1.0.b: Covid-19 School Disruptions as Drivers of Curriculum Change in the Forensic Science Chemistry Laboratory

last_modified: 2023-06-20 16:00:00

license_url: https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es

license_type: by-nc-nd

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