Una propuesta de secuencia basada en el contexto, para la promoción de la argumentación científica en el aprendizaje de las reacciones químicas con estudiantes de educación media técnico profesional

Translated title of the contribution: A context-based sequence proposal for the promotion of scientific argumentation in learning chemical reactions with high school technical professional students

Majorie Ibacache Plaza, Cristian Merino Rubilar

Research output: Contribution to journalArticlepeer-review

Abstract

This work analyzes the limitations, possibilities and conditioning factors of a sequence whose focus is the contextualization of the contents, addressing real and close problems, allowing the student to put the theory into practice in authentic situations, promoting critical thinking and argumentation scientific, in students of Middle School Professional Technical. We worked with a sample of 50 students (14-17 years old) who study Industrial Chemistry and Mining. Data collection comes from the activities in which students participated in the content of chemical reactions under the mining context, to promote development in scientific argumentation. The results show that a high percentage of the students manage to select a conclusion based on tests and use the information of a disciplinary, socio-political, ethical, and environmental nature when preparing a scientific argument in a role play.

Translated title of the contributionA context-based sequence proposal for the promotion of scientific argumentation in learning chemical reactions with high school technical professional students
Original languageSpanish
Article number1105
JournalRevista Eureka
Volume18
Issue number1
DOIs
StatePublished - 30 Nov 2021
Externally publishedYes

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