Videoclips educativos como estrategia didáctica para el proceso de enseñanza-aprendizaje de Química: perspectivas y experiencias desde bachillerato

Abstract

The objective of this research is to analyze how educational video clips as a didactic strategy contribute to the teaching-learning process of chemistry in high school students. Chemistry, being linked to reality and social development, is key to form future scientists and committed citizens. The relevance of the study lies in the integration of activities that present the chemical content from a multisensory approach, attending to visual, auditory and kinesthetic learning styles. The strategy, aligned with learning theories such as constructivism, connectivism and enactivism, gives the student a leading role, uses technological resources and promotes practical activities that favor the development of 21st century competencies. Likewise, the development of chemical contents is adapted to the students' preferences. The methodology follows a socio-critical paradigm and combines qualitative and quantitative approaches. The sample includes 27 students and 1 teacher from the first year of Bachillerato General Unificado [BGU] in the diagnostic stage, and for the application of the strategy, the students move to the second year of BGU, keeping the teacher. The study has a diagnostic approach at the beginning, to identify difficulties in the teaching-learning process of Chemistry. Subsequently, it includes an evaluation of the results of the intervention, measured through various techniques such as observation, interviews, surveys, tests and a focus group. The results show that the strategy improved the quality of teaching and the understanding of chemical concepts, which was reflected in the conceptual profile questionnaire and interviews. Likewise, the activities designed were adapted to the different learning styles, allowing an effective approach to the problem posed. A strengthening of 21st century competencies was observed through the use of technology, which favored a more dynamic and meaningful learning. In conclusion, this strategy contributed to the teaching-learning process of Chemistry by integrating technological tools and innovative approaches, achieving a more effective teaching aligned with the needs and learning preferences of the students.