Estrategia didáctica para la enseñanza-aprendizaje de la Tabla Periódica mediante una maqueta en la asignatura Química en Primero C UE César Dávila

Abstract

The present research project evaluates the teaching-learning of the periodic table through the application of a didactic strategy with the use of a model of this subject. As a first step, a theoretical systematization on the teaching-learning of chemistry in high school has been carried out, in order to find the background and indicators that support the present research. Then, by means of a field research and a mixed approach it is evidenced from the results obtained based on the indicators, such as academic performance, class participation and student learning on the subject of the periodic table, it is deduced that the students of the First Year of High School parallel C present problems of chemical language, that is to say that they confuse the symbology and the names of the chemical elements, which hinders the teaching-learning of the subject and in the same way of subjects with greater difficulty. Therefore, it is necessary to implement a didactic strategy that helps students and teachers to learn and teach this topic in a more dynamic way. Likewise, a didactic strategy is designed and implemented through the use of a model of the periodic table, where the pieces of this model can be extracted, in this way, different dynamic activities are carried out for the classes. From the implementation of the didactic strategy, an improvement in the teaching-learning of the periodic table is evidenced, because the students no longer confuse the symbols or the names of the chemical elements, in the same way their academic performance improved, as well as their participation in classes.