Applying Experiential Learning Theory and Video Production Process in Technical Education in Chemistry

Abstract

We report a study that investigated how the use of Experiential Learning Theory and video production process contribute to learning in the context of Technical Education in Chemistry. We observed an emergency remote teaching class and, a year later, a face-to-face teaching class, carry out the same task of producing a teaching video covering the content of a laboratory subject. This activity was planned based on Kolb's Learning Cycle. We verified differences in the learning process of the two classes, which was influenced by the environment, the context, and the different opportunities that both groups received. However, most students reported perceiving benefits in learning due to the way the task was proposed.