Análisis del impacto de la integración de laboratorios virtuales en la secuencia de laboratorios experimentales de Química General sobre las habilidades científicas de los estudiantes

Autores/as

  • Bianca Rivera-Peña Hostos Community College, CUNY
  • Anna Ivanova Hostos Community College, CUNY
  • Allison Franzese Hostos Community College, CUNY
  • Juan Sironi Hostos Community College, CUNY
  • Nelson Núñez-Rodríguez Hostos Community College, CUNY

DOI:

https://doi.org/10.55420/2693.9193.v16.n2.370

Palabras clave:

laboratorios virtuales, educación en química general, instrucción de laboratorio híbrida, educación STEM, resultados de aprendizaje estudiantil

Resumen

Resumen

Las experiencias de laboratorio son fundamentales para el desarrollo de habilidades analíticas y de resolución de problemas en los cursos universitarios de química; sin embargo, los estudiantes a menudo enfrentan dificultades para conectar los conceptos teóricos con la práctica experimental. Este estudio examinó si la integración de simulaciones de laboratorios virtuales en un curso presencial de laboratorio de Química General mejora los resultados de aprendizaje de los estudiantes. El estudio se llevó a cabo en Hostos Community College, City University of New York (CUNY), en el Departamento de Ciencias Naturales, Unidad de Ciencias Físicas. Un total de 210 estudiantes matriculados en CHE 210 durante varios semestres consintieron participar en el estudio. Dos secciones del curso implementaron las mismas simulaciones de laboratorio virtual (Intervención 1 e Intervención 2), mientras que una sección de comparación siguió la secuencia tradicional de laboratorio húmedo sin integración de laboratorios virtuales. Los resultados de aprendizaje de los estudiantes se evaluaron mediante cuestionarios y preguntas del examen final acumulativo en varios temas clave de laboratorio, incluyendo cálculo de porcentaje de error, estequiometría, titulaciones, leyes de los gases y espectrometría. El análisis del desempeño estudiantil mostró porcentajes consistentemente más altos de respuestas correctas entre los estudiantes expuestos a actividades de laboratorio virtual en comparación con el grupo sin intervención. Las mejoras se observaron tanto en evaluaciones formativas como sumativas, con avances particularmente notables en temas conceptualmente integradores como leyes de los gases y espectrometría. Estos hallazgos sugieren que la integración intencional de simulaciones de laboratorio virtual puede mejorar la comprensión conceptual y las habilidades analíticas en cursos universitarios de laboratorio de química general.

Biografía del autor/a

  • Bianca Rivera-Peña, Hostos Community College, CUNY

    Dr. Bianca Rivera Peña is an Assistant Professor of Biology at Hostos Community College, CUNY. She earned her PhD in Biology from the University of Puerto Rico and completed postdoctoral training at Albert Einstein College of Medicine. She also served as Program Manager for the Bronx Oncology Living Daily (BOLD) Program at Montefiore Einstein Comprehensive Cancer Center, supporting education and community engagement. 

  • Anna Ivanova, Hostos Community College, CUNY

    Dr. Anna Ivanova is an Assistant Professor and Science AS Degree Program Coordinator at the Natural Sciences Department at Hostos Community College, CUNY. She teaches chemistry, physics, and environmental science courses. She is actively involved in curriculum development and innovation, and the development of transfer options for Science AS students. Dr. Ivanova currently serves as a Co-PI for the NSF IUSE Award, “Strengthening Physics Achievement via Research and Collaboration (SPARC)”.

  • Allison Franzese, Hostos Community College, CUNY

    Dr. Allison Franzese is an Associate Professor in the Natural Sciences Department at Hostos Community College and an Adjunct Research Scientist in the Geochemistry Division of Columbia University’s Lamont-Doherty Earth Observatory, where she received her Ph.D. She teaches Chemistry and Environmental Science courses. She uses geochemical tools to study past climate change through ocean and atmospheric circulation. Her primary area of research is the Agulhas Current System around southern Africa.

  • Juan Sironi, Hostos Community College, CUNY

    Juan Sironi is a molecular biologist specializing in cancer biology and genetics. He has over 12 years of teaching experience at Hostos Community College (CUNY) and serves as a Laboratory Specialist at the United Nations International School in New York. His research at Albert Einstein College of Medicine and Mount Sinai focused on lung and breast cancer mechanisms and therapeutic drug activity.

  • Nelson Núñez-Rodríguez, Hostos Community College, CUNY

    Nelson Núnez Rodríguez is a Professor of Chemistry and former Director of the Center for Teaching and Learning. A Fulbright Specialist alumnus, his work focuses on student engagement and learning assessment. He currently coordinates the NIH-IRACDA BETTR program in his institution. He holds a biology degree, a Ph.D. in Chemistry, and completed postdoctoral training at Mount Sinai School of Medicine, New York.

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Publicado

2026-05-29

Número

Vol. 16 Núm. 2 (2026)

Sección

Articles

Licencia

Derechos de autor 2026 Bianca Rivera-Peña, Anna Ivanova, Allison Franzese, Juan Sironi, Nelson Núñez-Rodríguez

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Cómo citar

Análisis del impacto de la integración de laboratorios virtuales en la secuencia de laboratorios experimentales de Química General sobre las habilidades científicas de los estudiantes. (2026). HETS Online Journal, 16(2), 116-129. https://doi.org/10.55420/2693.9193.v16.n2.370