Contextualización de las guías de química del Colegio Nacional Nicolás Esguerra enfocadas a docentes y estudiantes de ciclo IV

Abstract

Currently, the Colegio Nacional Nicolás Esguerra for the Teaching and Learning of Science makes use of didactic instruments such as guides that often do not take into account that the student lives in a subjective and situational world that is the world of life. Taking into account the above, the objective of this research was to contextualize the guides in the chemistry subject of cycle IV of the Colegio Nacional Nicolás Esguerra, taking into account some teaching approaches based on learning, the Institutional Educational Project, and the area plan of the institution. During this research, a descriptive methodology was applied, with a documentary approach, that is, sources available on the web were reviewed, with timely and relevant content to solve the problem. In this way, on the one hand, some guides of cycle IV of the Colegio Nacional Nicolás Esguerra were contextualized towards the needs of the students using the following didactic strategies: Problem-Based Learning, Play-Based Learning, and Discovery Learning. On the other hand, it was sought to take into account the previous ideas or alternative concepts of the students at the time of starting the elaboration of each guide; It is also presumed that playful activities are well accepted among teachers and students; In addition, the experimental activities of the guides can facilitate the formation of scientific minds in students; Likewise, the problems raised in the guides are problems with a focus on everyday situations; To conclude, the teaching guides that were made seek to guide how to develop the class without this constituting something that the teacher must follow to the letter.