Estrategia didáctica sobre la enseñanza contextualizada del concepto de isomería en la química orgánica estructural desde una mirada histórica, filosófica y epistémica de la ciencia: un cambio de perspectiva para licenciados en química

Abstract

The history and epistemology of the sciences contribute in the field of the didactics of the sciences to develop processes of teaching and learning that contextualize and humanize the science, improving its understanding among the students. Therefore, the objective of this work is to design, from constructivist principles, a didactic strategy for teaching the concept of isomerism by means of a historical-epistemic approach, which is built through a cooperative work involving a professor of chemistry in training and a professor of chemistry in exercise, through which the changes and perspectives of the teachers were evidenced in the context of the teaching of isomerimo, obtaining two didactic units with a socio-scientific approach from which changes of perspective (metacognitive and reflexive) are evident in relation to the sciences and the teaching of them.