Enseñanza-aprendizaje del concepto de acidez y pH en grado décimo, bajo la metodología de la ingeniería didáctica
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Se diseñó una estrategia didáctica para la enseñanza-aprendizaje del concepto de pH y acidez desde un punto de vista fisicoquímico para aplicarlo en estudiantes de décimo grado del Colegio Corazonista de Bogotá. Inicialmente se aplicó un test de ideas previas con la intención de comprender las percepciones de los estudiantes frente a la identificación y reconocimiento de los ácidos y bases. Con base en estas percepciones, se diseñó un modulo de enseñanza-aprendizaje bajo el enfoque STEM conformado por cuatro unidades que incluyen: simulaciones virtuales Phet, laboratorios prácticos y demostrativos, lecturas de análisis y de comprensión para cada uno de los temas allí consignados. Finalmente, se procedió a resolver la situación problema planteada al inicio del modulo para así analizar el grado de comprensión del tema.
Abstract: A didactic strategy for the teaching-learning process of the pH and acidity concept from a physicochemical point of view was designed for be applied to tenth grade students of the Colegio Corazonista from Bogotá. First of all, a test of previous ideas was applied with the goal of understanding the students' perceptions about the identification and recognition of acids and bases. Based on these perceptions, a teaching-learning module was designed taking into account the STEM approach. It has four units that make use of virtual Phet simulations, practical laboratories and reading comprehension exercises for each of the topics seen during the process. Finally, we proceeded to solve the problem situation proposed at the beginning of the module so that we could identify the comprehension of the topic.
Abstract: A didactic strategy for the teaching-learning process of the pH and acidity concept from a physicochemical point of view was designed for be applied to tenth grade students of the Colegio Corazonista from Bogotá. First of all, a test of previous ideas was applied with the goal of understanding the students' perceptions about the identification and recognition of acids and bases. Based on these perceptions, a teaching-learning module was designed taking into account the STEM approach. It has four units that make use of virtual Phet simulations, practical laboratories and reading comprehension exercises for each of the topics seen during the process. Finally, we proceeded to solve the problem situation proposed at the beginning of the module so that we could identify the comprehension of the topic.