Design and implementation of a teaching-learning sequence of the chemical element concept in high school education
This article proposes the implementation of a teaching-learning sequence based on the model of learning in the context of an oriented research, in order to improve the teaching of the chemical element concept in high school education. Its design is based on the students’ e...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11116 |
| _version_ | 1801706444164169728 |
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| author | López, Dulce María |
| author_facet | López, Dulce María |
| author_sort | López, Dulce María |
| collection | OJS |
| description | This article proposes the implementation of a teaching-learning sequence based on the model of learning in the context of an oriented research, in order to improve the teaching of the chemical element concept in high school education. Its design is based on the students’ existing ideas and on the historical analysis about this concept. The evaluation was made by comparing groups of students who followed this didactic sequence to groups of students who maintained a traditional teaching. The results show that the students in the experimental groups compared to the control groups: 1) they present a better understanding of the procedural definition of substance at the macroscopic level; 2) they better define the concept of chemical element within the framework of the Daltonian theory; 3) they better distinguish the concepts of simple substance and chemical element; and 4) they demonstrate a better differentiation of the microscopic concept of mixture—of simple substances or of compounds—when a didactic sequence of constructivist orientation is used. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11116 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-111162021-07-13T03:52:57Z Design and implementation of a teaching-learning sequence of the chemical element concept in high school education Diseño e implementación de una secuencia didáctica para la enseñanza del concepto de elemento químico Desenho e implementação de uma sequência didática para a instrução do conceito de elemento químico no ensino secundário López, Dulce María chemical element junior high school science teaching chemistry teaching elemento químico primer nivel de educación secundaria enseñanza de las ciencias enseñanza de la química elemento químico primeiro nível de ensino secundário ensino de ciências ensino de química This article proposes the implementation of a teaching-learning sequence based on the model of learning in the context of an oriented research, in order to improve the teaching of the chemical element concept in high school education. Its design is based on the students’ existing ideas and on the historical analysis about this concept. The evaluation was made by comparing groups of students who followed this didactic sequence to groups of students who maintained a traditional teaching. The results show that the students in the experimental groups compared to the control groups: 1) they present a better understanding of the procedural definition of substance at the macroscopic level; 2) they better define the concept of chemical element within the framework of the Daltonian theory; 3) they better distinguish the concepts of simple substance and chemical element; and 4) they demonstrate a better differentiation of the microscopic concept of mixture—of simple substances or of compounds—when a didactic sequence of constructivist orientation is used. Este estudio propone la implementación de una secuencia didáctica basada en el modelo de aprendizaje como investigación orientada, para la enseñanza del concepto de elemento químico en la educación secundaria. Su diseño se ha basado en las ideas previas de los estudiantes y en el análisis histórico sobre este concepto. La evaluación se ha realizado al comparar grupos de estudiantes que han seguido esta secuencia didáctica con grupos de estudiantes que han mantenido una enseñanza tradicional. Los resultados revelan que los estudiantes de los grupos experimentales respecto a los grupos control: 1) presentan un mejor manejo en la definición procedimental de sustancia en el nivel macroscópico; 2) definen mejor el concepto de elemento químico en el marco de la teoría daltoniana; 3) distinguen mejor los conceptos de sustancia simple y elemento químico; y 4) presentan una mejor distinción del concepto microscópico de mezcla —de sustancias simples o de sustancias compuestas— cuando es utilizada una secuencia didáctica de orientación constructivista. Este estudo propõe a implementação de uma sequência didática baseada no modelo de aprendizagem como investigação orientada, para a instrução do conceito de elemento químico no ensino secundário. Seu desenho baseou-se nas ideias anteriores dos estudantes e na análise histórica deste conceito. A avaliação foi feita comparando grupos de estudantes que seguiram esta sequência didática com grupos de estudantes que mantiveram o ensino tradicional. Os resultados revelam que os estudantes dos grupos experimentais em relação aos grupos de controle: 1) apresentam um melhor manejo na definição processual de substância no nível macroscópico; 2) definem melhor o conceito de elemento químico no âmbito da teoria daltônica; 3) distinguem melhor os conceitos de substância simples e elemento químico; e 4) apresentam uma melhor distinção do conceito microscópico de mistura — de substâncias simples ou substâncias compostas — quando é utilizada uma sequência didática de orientação construtivista. Universidad Pedagógica y Tecnológica de Colombia 2020-11-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip application/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11116 10.19053/22160159.v11.n27.2020.11116 Praxis & Saber; Vol. 11 No. 27 (2020): Didáctica de las Ciencias Experimentales; e11116 Praxis & Saber; Vol. 11 Núm. 27 (2020): Didáctica de las Ciencias Experimentales; e11116 Praxis & Saber; Vol. 11 No 27 (2020): Didáctica de las Ciencias Experimentales; e11116 Praxis & Saber; V. 11 N. 27 (2020): Didáctica de las Ciencias Experimentales; e11116 Praxis & Saber; v. 11 n. 27 (2020): Didáctica de las Ciencias Experimentales; e11116 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11116/9895 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11116/9896 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11116/9897 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11116/10381 Derechos de autor 2020 Dulce María López Valentín |
| spellingShingle | chemical element junior high school science teaching chemistry teaching elemento químico primer nivel de educación secundaria enseñanza de las ciencias enseñanza de la química elemento químico primeiro nível de ensino secundário ensino de ciências ensino de química López, Dulce María Design and implementation of a teaching-learning sequence of the chemical element concept in high school education |
| title | Design and implementation of a teaching-learning sequence of the chemical element concept in high school education |
| title_alt | Diseño e implementación de una secuencia didáctica para la enseñanza del concepto de elemento químico Desenho e implementação de uma sequência didática para a instrução do conceito de elemento químico no ensino secundário |
| title_full | Design and implementation of a teaching-learning sequence of the chemical element concept in high school education |
| title_fullStr | Design and implementation of a teaching-learning sequence of the chemical element concept in high school education |
| title_full_unstemmed | Design and implementation of a teaching-learning sequence of the chemical element concept in high school education |
| title_short | Design and implementation of a teaching-learning sequence of the chemical element concept in high school education |
| title_sort | design and implementation of a teaching learning sequence of the chemical element concept in high school education |
| topic | chemical element junior high school science teaching chemistry teaching elemento químico primer nivel de educación secundaria enseñanza de las ciencias enseñanza de la química elemento químico primeiro nível de ensino secundário ensino de ciências ensino de química |
| topic_facet | chemical element junior high school science teaching chemistry teaching elemento químico primer nivel de educación secundaria enseñanza de las ciencias enseñanza de la química elemento químico primeiro nível de ensino secundário ensino de ciências ensino de química |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11116 |
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