Simulaciones PhET para el aprendizaje del concepto de Molaridad en estudiantes de segundo BGU en la Unidad Educativa Juan Bautista Vásquez.

Abstract

This study investigates the use of PhET simulations for the learning of Molarity in second year high school students. The first point is that Molarity is a fundamental but abstract concept, whose inadequate understanding makes it difficult to learn chemistry, which is why a quasi-experimental research, with a pragmatic paradigm under a mixed-method DISTRAC design, where the population is made up of the third years of Unified General Baccalaureate A, B, C, D and E of the Juan Bautista Vásquez Educational Unit and as a sample, third-year students of Baccalaureate A and C. Interviews, surveys, pretest and posttest participant observation were applied, determining difficulties in the conceptual understanding of Molarity. Given this, a didactic proposal was proposed using PhET simulations, an interactive resource that, through visual representations, encourages the active construction of knowledge, therefore facilitating the construction of adequate mental models about Molarity. Furthermore, through interaction with simulations, students learn by doing, applying and transferring knowledge, instead of memorizing abstract concepts that are meaningless to them, so it is concluded that PhET simulations can contribute to an improvement in the learning of abstract concepts. of chemistry.