Diseño de una secuencia de enseñanza y aprendizaje desde la integración de la física y la química para la comprensión de la hidrofobicidad y la conductividad eléctrica en los textiles inteligentes

Abstract

This work, built within the framework of nanotechnology, grounded in Chemistry and Physics, sought to generate a didactic proposal designed for teaching, from an integrative perspective in a study context that serves as a mechanism for generating attention and motivation for the learning of natural sciences. The main objective of the work was to construct a teaching-learning sequence (TLS), mediated by the progression of the modeling competence and based on the integration of the physical and chemical knowledge that must be considered for science club students to understand the properties of electrical conductivity and hydrophobicity exhibited by smart textiles, materials that are part of the spectrum of study of nanotechnology. For this purpose, the assumed research position was qualitative research, from a hermeneutic approach, based on the observation, appropriation, and understanding of the situations developed in the science club, based on the four structures of intellection: Horizon, circular, mediation, and dialogue. The single case study method was used for evaluation. The results obtained from the application of the TLS showed that the use of both physical and chemical models and theories allowed for a better understanding of the studied properties of smart textiles, as evidenced by the use of representations, both graphical and written, that the student made to respond to the proposed situations, leading to a progression in the student's competencies, mobilizing their knowledge from their own ideas and conceptions towards a more structured knowledge regarding the electrical conductivity and hydrophobicity of textiles