Desarrollo de la explicación científica escolar sobre periodicidad química en estudiantes de secundaria

Abstract

Scientific explanation plays a crucial role when it comes to understanding the presence of some type Scientific explanation plays a crucial role in understanding some kind of natural phenomenon. Reason why, this becomes the main objective of the natural sciences, because the process of construction of these explanations allows the student to understand the difference between the phenomenon that occurs and why it occurs. Reason why, this qualitative research was developed, from an interpretive approach, inscribed in the field of science didactics, and its purpose is to analyze the scientific explanations that secondary school students build about chemical periodicity when interact with a virtual learning environment mediated by the history of science. The methodological design is supported by the constructivist paradigm, making use of the case study and the questionnaire as an information collection technique; which allows to characterize the discourses generated by the students when explaining the phenomenon. Consequently, a historical controversy was elaborated, then a didactic unit was structured based on the design of the instruments, taking into account four phases: a) recognize the context of the school scientific explanation; b) identify conceptual and procedural elements; c) use the school scientific explanation in different contexts; and d) write the school scientific explanation. Finally, the intervention in the classroom was carried out through a virtual learning environment. In general terms, it can be concluded that the history of science plays a fundamental role in the development of the discourse built by students, since it allows them to understand its evolution and dynamic character.