Diseño y Aplicación de una Unidad Didáctica para la Enseñanza Aprendizaje del Cambio Químico en una Estudiante de Inclusión con Limitación Visual
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The present project focuses on a proposal for the design and application of a didactic unit focused on teaching learning of the chemical change directed to grade ninth in whose population there is inclusion of students with problems of blindness. For this, it is decided to elaborate the tool taking into account that it can be implemented as a basic unit that guides towards A work organization for the teaching of specific content teaching (Pozuelo, 1997), focusing on this case in the teaching of one of the structuring concepts in the area of chemistry as the chemical change. For the didactic unit, they propose problematic activities that reveal some of the chemical and physical changes that exist in everyday life in the student's environment, with Izquierdo, SanMarti & Espinet (1999) as a point of emphasis. It is intended that the student should reason and analyze the chemical changes and the processes that occur in them through a scientific language In order to be able to elaborate explanations of the world as a result of the reflection and the argumentation of what has been learned, in addition to linking this with the current social problems, obtaining in this way a transversality of the school teachings obtaining significant learning where the student is An active, reasoning (Borsese, 1998) critical, reflective subject of his context. In turn, this degree work projects that through the teaching process of chemical change, the student consolidates a perspective of the concept not only as changes that occur in organisms and nature, but are given as their own in the Life and the environment of each of the students (Izquierdo, SanMarti & Estana, 2007), thus raising the activities of the unit Didactic and did not forget that these activities are focused on the use of the various senses and not only on "visual observation", since in the classroom is a student with visual limitation that will appropriate the concept using the multisensory didactics and the Teamwork with peers; Noting that activities are not prepared in different ways because in the classroom there are people with special needs, but these activities are functional for all learners, contributing to the school inclusion of students with some sensory limitation, specifically in this case limitation visual.