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Is It a Good Idea for Chemistry and Sustainability Classes to Include Industry Visits as Learning Outside the Classroom? An Initial Perspective

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  • Omar Israel González-Peña

    (School of Engineering and Sciences, Tecnologico de Monterrey, Av. Eugenio Garza Sada Sur No. 2501, Col. Tecnologico, Monterrey 64849, Mexico)

  • María Olivia Peña-Ortiz

    (Department of Chemistry, University Center of Exact Sciences and Engineering at University of Guadalajara, Blvd. M. García Barragán 1451, Guadalajara 44430, Mexico)

  • Gustavo Morán-Soto

    (Department of Basic Sciences, Instituto Tecnologico de Durango, Blvd. Felipe Pescador 1830, Nueva Vizcaya, Durango 34080, Mexico)

Abstract

Learning outside the classroom (LOtC) activities are part of pedagogical methodologies that are currently applied in the development of student skills. The objective of this study is to determine the perceptions of faculty and undergraduate students concerning industrial visits and define the advantages and disadvantages of these activities. A survey was designed with 17 questions, from a sample of 296 students and 32 professors from various chemistry and sustainability courses. The statistical samples correspond to a population of 2275 students and 246 professors. Descriptive statistics were used to analyze and compare participant perceptions on industrial visits, as LOtC activities. Results indicated a positive perception for making industrial visits, generating more interest in the class material and helping students acquire knowledge. Despite this positive perception, it was found that professors are unlikely to organize industrial visits frequently due to the work required to plan, perform, and evaluate these activities. This issue suggests that approximately 40% of the students may lose the advantages that LOtC activities could offer. Professors must be motivated and supported by administrators to include industrial visits in their courses as a teaching strategy to provide a beneficial experience to the majority of students enrolled in chemistry and sustainability undergraduate programs.

Suggested Citation

  • Omar Israel González-Peña & María Olivia Peña-Ortiz & Gustavo Morán-Soto, 2021. "Is It a Good Idea for Chemistry and Sustainability Classes to Include Industry Visits as Learning Outside the Classroom? An Initial Perspective," Sustainability, MDPI, vol. 13(2), pages 1-18, January.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:2:p:752-:d:480191
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    References listed on IDEAS

    as
    1. Jing Liu & Xiaokang Zhao & Chunliang Zhao, 2020. "Stimulating and Educating Engineers to Innovate through Individual Continuous Learning," Sustainability, MDPI, vol. 12(3), pages 1-15, January.
    2. Shiow-Luan Wang & Hsiou-Ping Chen & Shiow-Lin Hu & Chien-Ding Lee, 2019. "Analyzing Student Satisfaction in the Technical and Vocational Education System through Collaborative Teaching," Sustainability, MDPI, vol. 11(18), pages 1-9, September.
    3. Donglei Song & Daqian Shi & Rusi Wang & Hao Xu, 2018. "Splitting and Combining as a Gamification Method in Engaging Structured Knowledge Learning," Sustainability, MDPI, vol. 10(3), pages 1-13, March.
    4. Nicole Garner & Antje Siol & Ingo Eilks, 2015. "The Potential of Non-Formal Laboratory Environments for Innovating the Chemistry Curriculum and Promoting Secondary School Level Students Education for Sustainability," Sustainability, MDPI, vol. 7(2), pages 1-21, February.
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