Laboratory Practice of Starch Grains in University General Botany Courses: a Flipped Classroom Experience

Abstract

Specific material was designed to teach and learn how to analyse starch grains in the context of a university General Botany course. The educational experience has been assessed through the Flipped Classroom approach. The study includes 150 participants from the departments of Biology and Pharmaceutical Sciences of the University of Cartagena, Colombia. The students had a favourable opinion about the laboratory practice regarding the Flipped Classroom approach. The experience achieved the proposed teaching objectives and the learning outcome was favorable, resulting in good lab practice scores. Active and independent learning has been promoted among students as well as complex and critical thinking.