Diseño de una estrategia didáctica para mejorar la apropiación del lenguaje de la química a través del tema disoluciones
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En este trabajo final de maestría en Enseñanza de las Ciencias Exactas y Naturales se propone un diseño de una estrategia didáctica para mejorar la apropiación de lenguaje de la química a través del tema disoluciones dirigida a los cursos superiores (10 y 11) de educación media. La guía está compuesta por seis talleres constituidos cada uno por diversas actividades de trabajo práctico y reflexivo (en el aula de clase y en la casa), que buscan que se desarrollen un mejor entendimiento sobre el tema y que los estudiantes apliquen e interpreten los diferentes fenómenos de la vida cotidiana a partir de sus conocimientos previos y en formación aprendidos en las disoluciones químicas. El diseño de las guías se basa en el modelo propuesto por Johnstone que hace referencia al uso de tres niveles de pensamiento “Macroscópico (tangible), submicroscópico (molecular e invisible) y simbólico (matemático y formulación química)”, buscando en los estudiantes la construcción de explicaciones y predicciones que conduzcan al uso y aprendizaje del lenguaje en ciencias.
Abstract. In this final work of masters in teaching natural sciences a design of a teaching strategy is proposed to improve the appropriation of language of chemistry through the issue of dissolutions aimed at the higher grades (10 and 11) of high school. The guide consists of six workshops each consisting of various activities and reflexive work practice (in the classroom and at home), seeking a better understanding on the subject develops students to apply and interpret the different phenomena of everyday life from their previous knowledge and training learned in chemical dissolutions. Guides design is based on the model proposed by Johnstone refers to the use of three levels of thinking: “macroscopic (tangible), submicroscopic (molecular and invisible) and symbolic (mathematical and chemical formula), looking for students the construction of explanations and predictions that lead to the use and learning of language in science.
Abstract. In this final work of masters in teaching natural sciences a design of a teaching strategy is proposed to improve the appropriation of language of chemistry through the issue of dissolutions aimed at the higher grades (10 and 11) of high school. The guide consists of six workshops each consisting of various activities and reflexive work practice (in the classroom and at home), seeking a better understanding on the subject develops students to apply and interpret the different phenomena of everyday life from their previous knowledge and training learned in chemical dissolutions. Guides design is based on the model proposed by Johnstone refers to the use of three levels of thinking: “macroscopic (tangible), submicroscopic (molecular and invisible) and symbolic (mathematical and chemical formula), looking for students the construction of explanations and predictions that lead to the use and learning of language in science.