Alternativa didáctica con empleo de animaciones para contribuir al aprendizaje de “los enlaces químicos” en 2do BGU, Unidad Educativa “Luis Cordero”

Abstract

This project analyzes the impact of a didactic alternative with the use of animations to contribute to the learning of chemical bonds. Chemistry is an experimental science and there is a need for its integral assimilation. (Taber, 2019) In the pre-professional practices in the "Luis Cordero" Educational Unit, the deficiencies in the construction of learning and assimilation of knowledge of chemical bonds of the second year students of BGU are evidenced. Consequently, a research question is posed: How to contribute to the learning of chemical bonds? Some theoretical contributions are highlighted Aduriz (2012) and Raviolo (2019) comment that chemical theories need to be represented with models and analogies that facilitate their understanding. Subsequently, a didactic alternative is developed with the implementation of animations as models within an axis of experimentation, reflection, conceptualization and application. The research methodology is of a positivist nature with a pre-experimental approach, a control group is established and pretest and post-test are applied. The data collection tools are based on qualitative and quantitative methods. The sample is made up of 38 second year BGU students of the "Luis Cordero" Educational Unit. Through quantitative analysis and qualitative triangulation, it is determined that there is a significant improvement in the learning of chemical bonds from the application of the didactic alternative with the use of animations.