Journal of Technology and Science Education
The Journal of Technology and Science Education (JOTSE) has been created as a contribution to the development and improvement of scientific and technological education by constituting a common space to share experiences to all those who, somehow, are involved in the teaching and learning processes of engineering studies, in all modalities. This journal aims at publishing two issues a year besides special editions. This scholarly periodical will serve as a meeting space for teaching innovation of the academic community wishing to analyse or observe methodological and pedagogical factors that may influence and enhance the learning experience of engineers. Focus and scope
Authors retain copyright of its works. JOTSE publications are licensed under CC-BY-NC license (Creative Commons Attribution 4.0 International Public License), granting open access rights to society. Specifically, CC-BY-NC license permits any kind of use, distribution, changes and building upon the article, as long as the original author and source are properly recognized and for NonCommercial purposes.
Unearthing mathematics anxiety: A qualitative exploration of student experiences
Mathematics anxiety is a pervasive issue that impacts students of all ages and backgrounds, potentially hindering their mathematical learning and overall academic success. This qualitative research study aims to gain understanding of mathematics anxiety by exploring the lived experiences and perceptions of students. Through interviews and thematic analysis, the research digs deep into the factors contributing to mathematics anxiety and coping mechanisms employed by students. Findings reveal that mathematics anxiety is a multifaceted phenomenon influenced by self-perceptions, personal experiences and preparation. Coping strategies range from seeking social support to self-regulation techniques. The study contributes valuable insights into the subjective nature of mathematics anxiety and provides a foundation for designing effective interventions and support systems to address this issue in educational settings.
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A supervisory enrichment program based on flipped learning for a sample of school counseling students at the university
Flipped learning represents an unconventional approach aimed at empowering students. This study sought to assess the impact of an enrichment supervisory program utilizing flipped learning on enhancing motivation for learning and academic achievement. The sample comprised 348 third and fourth-year students majoring in school counseling at a government university in Jordan. Among them, 40 students exhibiting low motivation and achievement levels were identified and evenly split into 20 experimental groups, taught via flipped learning, and 20 control groups, taught through traditional methods. The counseling supervisory program implemented the flipped learning strategy through 8 enrichment sessions. Results indicated significant differences in both motivations for learning and academic achievement scores between the experimental and control groups, favoring those exposed to flipped learning. Key study recommendations include developing enrichment programs across all courses, particularly those with practical applications, leveraging flipped learning strategies, and creating a comprehensive guide to assist teachers in effectively implementing this approach.
Preparing civil technology students for a future-ready workforce: A case study of safety hazards in construction at a public university in Cebu City, Philippines
This study explores the effectiveness of safety education in preparing civil technology students for real-world construction hazards at a public university in Cebu City. Utilizing a cross-sectional, mixed-methods approach, the study surveyed 254 students from 2nd to 4th year, aged 20 to 25, who had direct experience with construction and deconstruction activities on campus. The findings reveal significant gaps in safety training, with students reporting varied levels of severity for different hazards, including fall, equipment, and structural hazards. While the curriculum provides a foundational understanding of safety protocols, many students expressed concerns about the practical application of their training in actual construction environments. The study also highlights the need for better alignment between academic curricula and industry safety standards to equip students with the necessary skills and knowledge for future careers. The results underscore the importance of comprehensive safety education that includes hands-on experience and real-world applicability, emphasizing the role of educational institutions in preparing a future-ready workforce.
From enrolment to dropout: Exploring sex-based disparities in engineering education trajectories
Two primary factors contributing to disparities in engineering degrees are the low female enrolment and their high dropout rates. Understanding the reasons behind female students’ choices related to engineering and the factors leading to their departure remains critical. This study presents empirical findings on the contrasting factors influencing career choices and dropout intentions among male and female engineering undergraduates. An analysis of data from 602 participants revealed significant differences in career motivations, with males being more self-oriented, whereas females demonstrated a more collectivist approach. Additionally, female students reported higher dropout intentions, correlated with more frequent experiences of discrimination and lower self-esteem. The study also identifies specific contexts within engineering campuses where female students experienced discrimination. By highlighting these differences and underscoring where discrimination occurs, this research enriches the comprehension of the challenges faced by female engineering students. These insights are vital for formulating strategies to boost female engagement and retention in engineering, targeting broader goals of diversity and equality in tertiary education.
Exploring university students’ perspectives’ on ChatGPT integration in education
This study explores university students’ perceptions of ChatGPT, focusing on its educational benefits, drawbacks, and possible solutions. Data were collected through an online questionnaire completed by 350 students. A descriptive research design and Multinomial Logistic Regression (MLR) were used to analyze responses. Findings show that 53.14% believe ChatGPT positively impacts academic performance, 47.14% find it useful for writing assignments, and 50% use it for exam preparation. However, students’ express concerns about its accuracy (61.72%), reliability (52.29%), privacy risks (52.57%), potential bias (47.33%), and misuse (43.71%). Broader concerns include security vulnerabilities (55.14%) and fears about AI replacing human labour (56.29%). Recommendations include integrating AI education into curricula to help students understand both capabilities and limitations of models like ChatGPT and emphasizing ethical considerations. Educator training should focus on evaluating information reliability, recognizing bias, and critically assessing AI-generated content. Educators should also prioritize human sources when appropriate. For policymakers, enforcing regulations that uphold accuracy, reliability, privacy, and ethical standards in AI is crucial. Developers are encouraged to improve model transparency and explainability to foster trust and accountability.
Analysis of the influence of ChatGPT on secondary education from the perspective of teachers
In the current landscape, the rapid evolution of educational technology, particularly AI tools like ChatGPT, necessitates understanding how educators perceive their integration into the education system. This study uses a quantitative, non-experimental, descriptive-comparative, and cross-sectional study was conducted with 379 active teachers in Castilla y León, Spain. The research instrument, a validated questionnaire, sought to assess prior knowledge, usage, and perceptions of ChatGPT's application in educational settings. Findings reveal high awareness and exploratory use of ChatGPT among teachers, though practical implementation and specific training remain limited. Teachers acknowledge ChatGPT's potential to enhance educational processes, particularly in generating educational materials and planning tasks. However, significant concerns about plagiarism, critical thinking, and ethical use persist. Differences in perceptions are mainly influenced by specialty, age, and gender, highlighting the need for tailored training and policies to support effective and ethical AI integration in education. These insights underscore the importance of continuous professional development to harness AI's benefits while mitigating associated risks.
Machine learning model for classifying high school students’ academic performance in mathematics amidst the COVID-19 context
There is uncertainty in classifying academic performance due to the large number of variables involved in its measurement within educational institutions. Therefore, this research aimed to develop a machine learning model for the classification of mathematical academic performance in students of a private Regular Educational Institution in the department of Lambayeque, Peru. Using the CRISP-DM methodology, a dataset was obtained through data collection instruments from 711 students in the first, second, and third years of high school during the period from 2019 to 2021 in the context of the COVID-19 pandemic. This dataset, which was validated by expert judgment, contained 34 input variables and 1 output variable that could have three possible values: 1: deficient, 2: improvable, and 3: optimal. The variables most related to the classification of academic performance were the student's self-perception of performance and grades from the previous year in mathematics subjects, as analyzed in the correlation matrix. The model was trained and subsequently evaluated, obtaining 91% accuracy. It was concluded that it is possible to classify academic performance using a machine learning model, with the K-nearest neighbors model being the most appropriate for this research because it works with categorical data and achieves an adequate level of certainty.
A methodology to find possible optimal profiles based on 4Q model to learn computer programming by pairs in a systems engineering program
This paper presents the methodology, results and conclusions obtained in the development of a research whose objective was to establish the most productive academic pairs, in terms of learning, using the 4Q model of thinking preferences within the framework of a programming subject in Systems Engineering. To achieve this, a research methodology has been adopted to work in the classroom in which the profile of each student's thinking preferences has been identified and, as a result, they have been related by pairs with other students to determine the better couples that complement each other to learn computer programming. The results obtained show certain complementarities in the different profiles that draw attention and that could be capitalized within the context of a programming course. It is concluded that, effectively, it is possible to find optimal profiles in the students in the light of the 4Q model that helps the programming computer learning process to be more effective.
Factors influencing teachers' adoption of augmented reality in high school chemistry education
The integration of Augmented Reality technology into education holds significant potential for enhancing teaching and learning practices, particularly in complex subjects like Chemistry. Despite these benefits, its adoption among high school chemistry teachers remains low, necessitating an exploration of influencing factors. This study aims to investigate the determinants of AR adoption by high school chemistry teachers through a comprehensive analysis of individual, contextual, and technological factors. A mixed-methods approach was employed, combining quantitative data collection through surveys and qualitative insights from interviews. The findings reveal that technological proficiency, pedagogical compatibility, resource availability, training and support, and institutional encouragement are critical drivers of AR adoption. Furthermore, perceived efficacy significantly influences teachers’ willingness to integrate AR in their teaching practices. These results underscore the importance of tailored interventions, including targeted training programs and resource allocation, to support teachers in leveraging AR technology effectively. This study contributes to the growing body of literature on educational technology adoption and provides actionable insights for policymakers and educators seeking to enhance the implementation of AR in science education.
Charting the path to excellence: A review of research competencies in university students
The objective of the study was to systematize research on research competencies in scientific literature among university students. The methodological design used was a theoretical and systematic review. The search explored four databases following the PRISMA statement (Scopus, Web of Science, PubMed, and SciELO), and 2999 articles were found, of which, after the eligibility criteria, 25 were systematized. The results indicate that we worked with a sample of 6002 students, mostly women, who belonged 56% undergraduate and 24% postgraduate. Similarly, it was observed that about 47% of the students demonstrated a high level of research competencies, while about 50% showed a moderately developed level. It has also been revealed that there are variables related to research skills, such as social factors, digital skills, attitude toward research, motivational factors, and teaching strategies. Based on these findings, three dimensions (cognitive, attitudinal, and technological) were established with their respective indicators for the measurement of these competencies. In this sense, valuable information is provided to improve research training and practice in higher education, highlighting the importance of addressing specific aspects to promote a better development of research skills in students.
Making sense of students' attitude towards college general chemistry: A partial least squares structural equation modeling (PLS-SEM) approach
Understanding students' attitudes towards college general chemistry is crucial for improving chemistry education and enhancing students' learning experiences. This study investigates student attitudes towards college general chemistry and their impact on academic performance. Descriptive results unveiled an overall negative attitude (µ=2.62), linked to factors like perceived difficulty, relevance, past experiences, societal influences, and learning style variations. To address this challenge, recommendations were made, advocating improved teaching methods, supportive learning environments, bias awareness, personalized instruction, and positive chemistry experiences. Inferential statistics identified distinct negative attitudes within constructs, with Interest and Utility displaying the highest negativity (μ=2.853). These findings underscore the importance of engaging teaching strategies and highlighting the practical applications of chemistry to boost student attitudes and engagement. Additionally, profile variables like the SHS strand and academic standing significantly influenced attitude constructs, indicating the need for tailored instructional approaches and support for students from diverse backgrounds. Structural Equation Modeling (SEM) exposed direct links among attitude constructs, emphasizing the role of interest, perceived usefulness, and emotional satisfaction in shaping student attitudes and engagement. The PLS-SEM technique was used to test the measurement and structural models (3 dimensions, 8 elements, 21 constructs, and 27 hypotheses). In addition, 11 hypotheses from the 3 dimensions of 8 elements have a positive and significant effect. Notably, SEM showed that emotional satisfaction (p value=<.001) and anxiety (p value=<.001) directly impact general chemistry academic performance. Therefore, creating a positive, supportive learning environment and addressing anxiety through stress management techniques are vital for improved academic outcomes.
Eco-STEAM: A STEAM-based digital learning website for ecosystem topics
This study aims to develop Eco-STEAM, a digital learning website based on the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach, specifically designed to support ecosystem learning. The development process was carried out using the Research and Development (R&D) method, employing the 4D model, which includes the stages of define, design, develop, and disseminate. The developed media was evaluated for feasibility by experts in material, media, and language aspects, and the development testing involved teachers and students. The average assessment results by the experts across all aspects were categorized as highly feasible (94.75%). The results of the development trials conducted by biology teachers, small group trials, and large group trials also received an average rating in the highly feasible category (90.33%). The effectiveness of the media in enhancing students' understanding of ecosystem concepts was measured on a small scale using a one-group pretest-post-test research design. The dependent t-test and effect size test results showed a significant improvement in students' understanding of ecosystem concepts after using the Eco-STEAM media, with a strong effect size. These findings demonstrate that Eco-STEAM is a validated, feasible digital learning website that effectively enhances students' understanding of ecosystem concepts. This product can also enrich biology learning media and support more interactive and contextual learning, particularly in ecosystem topics.
What to teach about earth sciences in early childhood education?: A curriculum analysis
Scientific content is addressed in schools from the early stages of education. Among these, those related to Earth Sciences provide an understanding of the environment that makes them crucial for facing the new challenges that society confronts. The early childhood education stage is considered ideal for an initial approach to understanding our planet, thereby laying a foundation upon which to build future knowledge. The present study aims to analyse aspects related to Earth Sciences and their treatment in the current Spanish educational law for this stage. To achieve this, a content analysis methodology was employed to examine the law. The results conclude that various fundamental concepts could be introduced in the preschool classroom through Earth Sciences. However, in many instances, the wording of the law refers to science in a general sense, leaving it to the discretion of educators to decide whether to address them in early childhood education. In this context, teacher training is crucial to provide educators with the knowledge and skills necessary to address these concepts in this educational stage.
Analysis of active learning in management engineering: A study at EDEM Business School
The educational paradigm is evolving towards competency-based learning rather than standardized testing. In this setting, Active Learning is to boost, among others, student engagement, critical thinking skills, and application of knowledge into real-world issues. This paper examines the overall performance of sophomore students in a new engineering and management bachelor's degree at a university in Valencia, Spain. The creation of this program relies on the absence of a versatile professional profile in Spain: an engineer with business insight. The study is carried out via simple and multiple linear regression models. Several variables that may affect performance have been considered to determine whether the implemented techniques are effective enough. The investigation is also divided into smaller subject groups as it comprises a wide variety of course topics, ranging from Fluid Mechanics or Thermodynamics to Business Law or Marketing. Therefore, by utilizing the same sample, it is possible to delve deeper into actual performance and the pivotal factors affecting results within each subject subset. As a result of the analysis, several models showing the relevance of these factors on student competences have been developed. The study offers recommendations to enhance student advice and elevate overall learning outcomes in this interdisciplinary educational context.
Understanding the role of technological self-efficacy in fostering creative problem-solving and curiosity in teacher education: A structural equation modeling approach
The integration of digital technologies in education has profoundly transformed teacher education, necessitating a focus on creativity, problem-solving, and inquiry-based learning. Despite the expanding literature on technological self-efficacy, creativity, and curiosity in education, significant gaps persist in understanding their relationships, especially in teacher education. Utilizing a cross-sectional design, the study applies PLS-SEM to investigate the relationships among technological attitudes, technological self-efficacy, technological problem-solving engagement, intrinsic motivation, learning engagement, pedagogical knowledge, content knowledge, creative reasoning, and curiosity among 875 respondents from a state university in Cebu City, Philippines. The findings reveal that positive technological attitudes significantly enhance technological self-efficacy, which, while influencing technological problem-solving engagement, does not directly impact creative reasoning or curiosity. Additionally, both technological problem-solving engagement and intrinsic motivational factors substantially contribute to fostering creativity and curiosity. The strong roles of pedagogical knowledge and content knowledge further emphasize the need for teacher education programs to incorporate holistic strategies that combine technological engagement with pedagogical frameworks. These insights underscore the importance of equipping pre-service teachers with the skills and knowledge necessary to cultivate creativity and curiosity in their future classrooms, thereby enhancing overall educational effectiveness.
Rasch-based comparison of items created with and without generative AI
This study explores the evolving interaction between Generative Artificial Intelligence (AI) and education, focusing on how technologies such as Natural Language Processing and specific models like OpenAI’s ChatGPT can be used on high-stakes examinations. The main objective is to evaluate the ability of ChatGPT version 4.0 to generate written language assessment items and compare them to those created by human experts. The pilot items were developed for the Higher Education Entrance Examination (ExIES, according to its Spanish initials) administered at the Autonomous University of Baja California. Item Response Theory (IRT) analyses were performed on responses from 2,263 test-takers. Results show that although ChatGPT-generated items tend to be more challenging, both sets exhibit a comparable Rasch model fit and discriminatory power across varying levels of student ability. This finding suggests that Generative AI can effectively complement exam developers in creating large-scale assessments. Furthermore, ChatGPT 4.0 demonstrates a slightly higher capacity to differentiate among students of varying skill levels. In conclusion, the study underscores the importance of continually exploring AI-driven item generation as a potential means to enhance educational assessment practices and improve pedagogical outcomes.
Influences on preschool teachers' willingness to persist in implementing STEM activities: An investigation in Vietnam
Pre-school years are considered a natural starting point for STEM education. Along with state policies, school support, and other resources, teachers play a crucial role in the successful implementation of STEM education at kindergartens. The issue of professional development for teachers to implement STEM education in preschools has been discussed in several studies. To identify the factors affecting the intention of preschool teachers to sustain the practice of STEM / STEAM education, the study uses individual behaviour prediction models based on the factors with potential influence on teachers’ decisions. A qualitative study was conducted with a sample of 1278 in-service preschool teachers in Vietnam. The preliminary results of the research show that the most influential factors that affect the intention of Vietnamese preschool teachers to maintain STEM/STEAM education activities are the perceived behavioural control of teachers with STEM/STEAM education, including teacher self-efficacy in STEM/STEAM education, and facilitating conditions for STEM/STEAM education. Hence, the study recommends that stakeholders should enhance professional development for preschool teachers, improve the STEM/STEAM education curriculum, provide favourable infrastructure, and implement supportive policies to boost preschool teachers' confidence and teaching capabilities in STEM/STEAM education.
Self-efficacy and academic commitment as predictors of digital skills in peruvian university students
Digital skills are essential for university students' academic and professional development as they face an increasingly digitalized environment. These skills have become an essential requirement in the educational and labor fields. The study aimed to determine how self-efficacy and academic engagement predict the digital competencies of university students. Using a quantitative approach, the Academic Self-Efficacy Scale and the Utrecht Work Engagement Scale-Student were applied; the sample consisted of 650 university students between 18 and 50 years of age, and a structural equation model analysis was conducted. The results confirmed that academic self-efficacy and engagement are significantly related to digital competencies. However, self-efficacy had a more substantial influence (β = .51, ρ < .001) than engagement (β = .08, ρ < .05). In addition, the resulting model presented adequate adjustment indices χ2 (153) = 13007.9, ρ<.001. CFI = 1.00, RMSEA = .000, SRMR = .030, allowing the acceptance of the study hypothesis. In conclusion, self-efficacy and engagement predict, on average, 26.65% of the variability of digital competencies. This finding suggests that university decision-makers should consider these factors when designing educational strategies that adapt to the needs of a digitally advanced academic environment and expand the processes of digital competencies.
Interpersonal relationships on the internet: Risky actions and the perception of seriousness in adolescence
The use of the Internet and social media by adolescents to socialize with other people entails both potential risks and benefits. But what role is played by the perception of the seriousness of risky actions that adolescents take as part of their interpersonal relationships over the Internet? The aim of this study is to analyze the frequency of risky behaviors on social media and the perception of the seriousness by the adolescent population in their interpersonal relationships. This study considers a sample of 2529 adolescents in Spain, Italy and Greece between the ages of 10 and 17 years. The results indicate that a proportional relationship exists between the increase in age and the performance of risky actions. Girls tend to take fewer risky actions and their perception of the seriousness is greater compared to boys of the same age. The correlational analysis shows that risky actions increase as the perception of seriousness decreases, a trend that persists when controlling for the age variable. Along these lines, it is evident that the perception of seriousness is a variable that plays an important role in the regulation of risky behaviors in adolescents in the digital environment. This finding may be key for digital literacy processes, since it suggests that the educational approaches must focus on strengthening the perception of the seriousness associated with risky actions. This implies promoting the critical analysis of the risky nature of these actions and reflecting on their impact, both on a personal and a community level.
Pre-service teacher perceptions of the educational escape rooms
Using games as an educational strategy stimulates participation and collaboration, thereby impacting the development of competencies. Escape rooms (and escape games) are cooperative games in which players must discover clues, solve puzzles, and complete tasks within a limited time. Escape rooms are becoming increasingly relevant in education and are associated with motivation. The goal is to escape from a room (or access a treasure). In this study on educational escape rooms, we analysed students’ perceptions (N = 34) after participating in an escape room experience, inquiring about its educational usefulness, and looking for relationships with other variables. A questionnaire was also administered for this purpose. The results revealed a positive view, highlighting this recreational proposal's attractiveness. Previous experience with recreational games influences students' perceptions, and those with less experience may show reservations. In conclusion, teachers are increasingly interested in training to incorporate escape rooms in the classroom, given their capacity to favour the acquisition of learning, skills, abilities, and competencies.
Exploring the scientific semantic network of “force” by comparing physics textbooks from Korea, the United States, and Singapore
This study aims to extract a scientific semantic network for the concept of "force" by identifying common linguistic phenomena across different countries and languages. High school physics textbooks from Korea, the United States, and Singapore were analyzed. The words used in the textbooks were compared, and common words were extracted. Text network analysis was applied to examine the connections among these words, leading to the derivation of a scientific semantic network representing the concept of force. The results revealed significant commonalities among the textbooks, despite differences in language and culture. The 89 common words accounted for about 41% of the total text, and the top 10 physics terms made up approximately 20%. The scientific semantic network can be used to develop linguistic strategies for teaching physics concepts, propose new methods for evaluating students' understanding of concepts, and create language models for teachers.
Virtual gallery of mathematical problems: Cooperative learning, interaction, and socialization
The importance of cooperative learning lies in its improvement of social skills, comprehension, retention and motivation, preparing students for teamwork environments in the professional world. This article describes the implementation of cooperative activities in mathematics education in a university setting. Specifically, it addresses the creation of a virtual gallery of problems and exercises. It describes the tasks that are assigned to students in two courses: in Operational Investigation, where they are to create a virtual gallery of mathematical modeling problems, and in Discrete Mathematics, where they must create a virtual gallery of exercises on ordered sets and lattices. A quasi-experimental quantitative study has been developed. Details are provided on how the activities were structured, including the contribution of each student with problems of varying levels of difficulty and the detailed presentation of instructions on how to create and present the problems. The findings related to the problem gallery are presented, including critical incidents, an analysis of grades and student perception of the activity, highlighting the improved comprehension of concepts and skill development, as well as interaction among students during the activity. The results obtained are analyzed and it is concluded that the cooperative activities were effective for learning mathematics, emphasizing the importance of clear instructions, the equal contribution of students and the socialization of knowledge as key elements for the success of these initiatives.
Technology readiness segment analysis of teachers in using mobile-based teaching applications: An Indonesian context
Nowadays, technology has become an essential aspect of teacher professional development. In the Indonesian context, mobile-based teaching applications enable teachers to develop their pedagogical skills. However, their practical use depends significantly on their technology readiness level. This study explores primary school teachers' technology readiness to use the Emancipated Teaching Application. The study involves 303 primary school teachers in one of the regencies in Java, Indonesia. It uses five-point Likert items covering the four dimensions of the Technology Readiness Index. It investigates the readiness index of the teachers and their segment analysis to offer essential insight for further investigation into teachers' perception of using technology for their professional development. It also examines the key factors influencing teachers' adoption of the emancipated teaching platform. The study's findings showed that teachers’ readiness index for technology adoption was a positive value of 3.77 on a 5-point scale, indicating a moderate to high readiness. Meanwhile, the segment analysis demonstrated that explorers were the biggest among the five user segments, and the hesitators were the smallest. The key motivating factors for the teachers to adopt the Emancipated Teaching Platform were lesson planning, flexibility, adaptability, teachers' competence, and computer self-efficacy. Theoretically, the study's result extends the application of the TRI 2.0 framework in the educational domain, particularly in the context of primary teachers' settings, where user segmentation is less explored. Continuous professional development (CPD) using technology could be tailored based on the user profile.
Opinions of university education students on degrowth training: A quantitative study
The ecological crisis and climate change threaten life on the planet. Degrowth is seen as the most effective way to avoid possible eco-technological collapse and to learn to live more simply, so that others can simply live. The training of teachers in degrowth, both initial and permanent, becomes a priority for the Higher Education of future generations. The purpose of this research was to analyse the opinion of 348 students of Education degrees (Bachelor and Master) regarding the ecological crisis and degrowth, and their opinion on the need for training on these issues in Higher Education. The quantitative research methodology was carried out using a Likert-type questionnaire with 10 closed questions, allowing for a descriptive-interpretative and factorial analysis of the data obtained. The results show that the participants perceive the seriousness of the ecological crisis and, although they do not have an in-depth knowledge of the concept of degrowth, they consider that education in and for degrowth should be introduced into the educational system in order to change the paradigm of infinite development of a finite and consumerist planet as a form of social fulfilment and happiness. It is concluded that systematic, permanent and in-depth university teacher training on degrowth is necessary as an effective and necessary alternative to face the current global crisis and that the questionnaire has been an appropriate instrument to find out the students' opinions.
Determination of dyes in candies in an analytical chemistry laboratory subject
The use of daily life samples in laboratory subjects promotes motivation among students and therefore improves their learning. Candies are a common sample in students’ daily life, which makes their dye content an interesting analyte to determine. Food dyes are usually found in candies to increase their attractiveness by providing a bright, intense colour. Their determination is interesting due to increasing concerns in society about the use of food additives. Therefore, this learning experience aims to quantify the content of food dyes in candy samples by UV-Vis spectrometry, taking advantage of their intrinsic colour. For this determination, students need to extract the dye from the candy, take the solution to an appropriate volume and measure the absorbance. Using the external calibration curve method, students calculate the dye concentration and then use this information to compare it with the limits established by the legislation. During this practical, students have optimized the experimental procedure, solving the different problems that appeared. Also, several points were detected as good learning opportunities to discuss important aspects of the analytical chemistry. From this practical, students learn about the UV-Vis spectrometry technique, improve their practical skills of laboratory working and enhance their critical reasoning and information searching skills. In this way, students are able to contextualize the analysis performed by understanding the importance of a concentration value obtained to solve a real problem. This makes the acquired knowledge significant, profound and constructive.