Estrategia didáctica de aula para la enseñanza de mezclas en química utilizando la cocina como herramienta motivadora en el aprendizaje
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Álvarez Fuentes, Abel Eduardo
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En la búsqueda de estrategias novedosas que hagan que el proceso de enseñanza-aprendizaje de la química sea agradable y productivo, se propone el uso de pedagogía constructivista con la cocina como herramienta para abordar el tema “mezclas”. Los resultados de estas clases se comparan con los resultados obtenidos en clases del tipo tradicional. Para analizar el efecto del cambio de estrategia, se utilizaron dos grupos de estudiantes, cada uno con una pedagogía de enseñanza distinta y se hizo un laboratorio igual para todos; se midió el aprendizaje y desempeño de manera cualitativa y cuantitativa. El resultado general obtenido muestra que los estudiantes no se adaptan rápidamente al trabajo de tipo constructivista y que se distraen con mayor frecuencia, teniendo más bajo desempeño que los estudiantes que asistieron a clases del tipo tradicional reforzadas con el laboratorio. Es necesario diseñar con más cuidado la estrategia innovadora e iniciar lentamente el proceso de cambio de pedagogía.
Abstrct. In the search for novel strategies that make the process of teaching and learning chemistry, enjoyable and productive, we propose the use of constructivist teaching and the cooking as a tool to address the topic: "mixtures". The results of these classes are compared with results obtained in the traditional type classes. To analyze the effect of a change of strategy, two groups of students were analyzed; each group had different teaching pedagogy and a laboratory that was the same for all. Its learning level and performance were measured qualitatively and quantitatively. The overall result obtained shows that students do not quickly adapt to the work constructivist and distracted more often, having more low-performing than students who attended classes in the traditional type and went to the laboratory after it. It is necessary to design innovative strategies more carefully and have a slowly process of change in pedagogy.
Abstrct. In the search for novel strategies that make the process of teaching and learning chemistry, enjoyable and productive, we propose the use of constructivist teaching and the cooking as a tool to address the topic: "mixtures". The results of these classes are compared with results obtained in the traditional type classes. To analyze the effect of a change of strategy, two groups of students were analyzed; each group had different teaching pedagogy and a laboratory that was the same for all. Its learning level and performance were measured qualitatively and quantitatively. The overall result obtained shows that students do not quickly adapt to the work constructivist and distracted more often, having more low-performing than students who attended classes in the traditional type and went to the laboratory after it. It is necessary to design innovative strategies more carefully and have a slowly process of change in pedagogy.