Minería del oro en Colombia, como herramienta para la enseñanza y el aprendizaje de reacciones químicas

Abstract

In the following work we seek that through a social issue of high importance in recent years for our country, such as gold mining, can improve the teaching-learning process of chemical reactions in eleventh grade students of the IED Estanislao Zuleta, through the design and application of a series of activities designed from the Socio-scientific Questions (CSC), and the Participatory Action Research (IAP). To achieve the above, through a test of previous ideas, we seek to investigate in the students the alternative conceptions of chemical concepts in chemical reactions and the exploitation and mining of gold, in order to find possible flaws in the conceptions of reactions chemical and mining. Subsequently, with the results obtained with the test, it was decided to design six activities in which chemical reactions were deepened and gold mining in Colombia as an articulating axis; For this, issues such as mining and mining in Colombia were raised, in these initial activities we proposed an introduction to the topic, which served as an articulation to relate the chemical reactions with their environment, the activities that were raised are: chemical reactions, chemical reactions in the gold extraction and purification processes, through leaching, laboratory of chemical reactions, laboratory types of chemical reactions, in these activities we carry out a theoretical review on types of chemical reactions and how they intervene in the gold extraction and purification process, besides laboratories are made in which students actively participate in the search for explanations of phenomena that have occurred in the proposed practices. Finally, a visit was made to the gold museum, in which the processes of gold extraction used by the pre-Columbian indigenous peoples were observed. , strengthening well the link of the school with the environment and understanding the importance of mining in everyday life. Subsequently, a post test was carried out in which we sought to show the changes in the perception of the students in relation to the topics proposed in the activities. With the obtained results we made a qualitative and quantitative analysis, in which we concluded that the articulator axis in this case (gold mining) it is an appropriate didactic strategy so that students can demonstrate the applicability of chemistry in everyday life.