Dinâmicas de Aprendizagem em Engenharia Química

Guillermo Díaz-Sainz, Gema Pérez, Lucía Gómez-Coma, Victor Manuel Ortiz-Martínez, Antonio Domínguez-Ramos, Raquel Ibañez and María J.Rivero, 2021. Mobile learning in chemical engineering: An outlook based on case studies. Education for Chemical Engineers, v. 35, p. 132–145.

Sergio Caserta, Giovanna Tomaiuolo and Stefano Guido, 2021. Use of a smartphone-based Student Response System in large active-learning Chemical Engineering Thermodynamics classrooms. Education for Chemical Engineers, v. 36, p. 46-52.

Manuel Rodríguez, Emilio J. González, María González-Miquel and Ismael Díaz, 2020. Motivational Active Learning in Chemical Engineering. Computer Aided Chemical Engineering, v. 48, p. 2017-2022.

Manuel Rodríguez, Ismael Díaz, Emilio J. Gonzalez and María González-Miquel, 2019. Reprint of: Motivational active learning: An integrated approach to teaching and learning process control. Education for Chemical Engineers, v. 26, p. 8-13. Versão anterior aqui.

Mario M. Valero, Maria Martinez, Francesc Pozo and Eulàlia Planas, 2019. A successful experience with the flipped classroom in the Transport Phenomena course. Education for Chemical Engineers, v. 26, p. 67-79.

K.E.Kakosimos, 2015. Example of a micro-adaptive instruction methodology for the improvement of flipped-classrooms and adaptive-learning based on advanced blended-learning tools. Education for Chemical Engineers, v. 12, p. 1-11.

Michael K. Seery, 2015. Flipped learning in higher education chemistry: emerging trends and potential directions. Chemistry Education Research and Practice, v. 16, p. 758-768.