Guía de aprendizaje basada en juegos para los “compuestos binarios” en Química del Bachillerato en la Unidad Educativa “Herlinda Toral”

Abstract

The present research aims to analyze the effects of the application of the game-based learning guide for binary compounds to second year high school students. It is based on a socio-critical paradigm with a mixed approach, where techniques such as observation, interview, surveys and tests were applied. For the elaboration of this research, the teacher and the students of the second year of high school of accounting parallel "B" of the Herlinda Toral Educational Unit participated. By means of the diagnosis made through the observation of the virtual classes, the interview with the teacher and a survey applied to the students, it was evidenced that they have difficulty in learning and understanding the topic of formulation and nomenclature of binary compounds. The proposal consists of the design of a guide through games, the implementation of the proposal to 27 students and finally, the evaluation where a comparative analysis is made between the results of the pre-test and post-test. Therefore, it is concluded that students achieve a better learning of the formulation and nomenclature of binary compounds.