La integración de los trabajos prácticos en la enseñanza de la química como investigación dirigida

Abstract

Despite of the importance of practical work for learning science as well as the nature of science, labwork often transmits an atheorical and empiricist view of scientific research and it is framed like a cookbook-style lab, that is, as a sequence of instructions students must follow with serious shortcomings from the methodological point of view, (i.e.: lacking of hypothesis, absence of inductive and deductive critical thinking). We show how this situation might be overcome by a guided-inquiry-based chemistry education where different kinds of practical work can be integrated in a coherent way within the learning of concepts, models and "paper and pencil" problems. As an example, we transform a conventional "labwork sheet" about the rate of a chemical reaction (sodium thiosulfate with hydrochloric acid) in a problematized sequence of activities, including detailed educational comments for each one of them.

The Role of Chemistry in Environmental Education: Learning and Constructing Knowledge Through Research in High School

“…Teaching is socialized when it focuses on students' intellectual work on the object of learning by means of cooperation among study groups under the teacher's guidance not only to promote learning but also to trigger more critical (explanation of contradictions) and creative (elaborated expression) teaching (Cardoso & Miguel, 2020;Danczak et al, 2020;Martínez Torregrosa et al, 2012). It enables knowledge to be exchanged and encourages development of respect, critical thinking, questioning and solutions, thus, favoring exchange of experiences, information, cooperation and mutual respect among students to make learning significant.…”

Problem-based structure for a teaching-learning sequence to overcome students’ difficulties when learning about atomic spectra

“…During group work, the teacher's role is to encourage and guide students, to question their answers, and to make them think about it or provide additional information if necessary. These teaching strategies have demonstrated a positive impact on students' learning at several educational levels in fields such as optics [41,42], electromagnetism [36,43], astronomy [34], problem solving [33], or experimental chemistry work [44].…”

Trabajo de laboratorio en física y química a través de un enfoque problematizado

“…En la mayoría de las aulas de todos los niveles educativos, incluyendo el universitario, a pesar de la incorporación de diferentes tipos de recursos educativos de entornos tecnológicos en el proceso de enseñanza y aprendizaje de las ciencias, la gestión de los conocimientos sigue desarrollándose en el marco del modelo pedagógico tradicional, prevaleciendo la transmisión de conocimientos ya acabados a través de estrategias discursivas y centrada en el o la docente (Bravo et al, 2022;Rosa, 2019;Martínez Torregrosa et al, 2012;Becerra et al, 2012). En la cultura de este modelo pedagógico, el trabajo de laboratorio se desarrolla a través de estrategias que se aproximan a un formato tipo receta, donde el estudiantado debe seguir ciertos algoritmos para llegar a una conclusión predeterminada, carente de análisis, reflexión y comprensión, situación que transmite una visión deformada de la naturaleza de la ciencia y de la forma en que se construye los conocimientos científicos, proliferando verdades inmutables e inalterables, situación que obstaculiza la comprensión profunda de los conocimientos científicos y el desarrollo de habilidades de razonamiento en el estudiantado (Bárcena y Martínez, 2022;Rosa Novalbos y Martínez Aznar, 2019;Galvis et al, 2017;Busquets et al, 2016;González y Crujeiras, 2016;Gil Pérez et al, 2008;Fernández et al, 2002).…”