Creación, diseño e implementación de materiales de apoyo para los/las estudiantes como herramienta de mejoramiento en el proceso de aprendizaje de la química y la biología.

Abstract

Education can be defined as a process where there is a transmission of knowledge through the application of different teaching methodology and strategies, thus allowing the recipient to capture the information in question also through different learning techniques. Now, education in Colombia is a fundamental right that is enshrined in article 67 of the political constitution of Colombia, which reads as follows: “Education is a personal right and a public service that has a social function; With it, access to knowledge, science, technology, and other cultural goods and values ​​is sought.” (Article 67. Political Constitution of Colombia, 1991). Access to education must be met throughout the national territory, complying with the guidelines of the Ministry of Education, but this does not imply that the quality of education is the same for all institutions and populations that access this fundamental right. On the other hand, vulnerability can be exposed as states of lack of protection and exclusion from the educational system of population groups due to particularities or socioeconomic reasons (Ministry of National Education - Republic of Colombia, 2007), vulnerability can be seen from different aspects, but the classification concerning this work is called vulnerability in the educational aspect where different conditions are taken into account that keep students from education, whether family, social, cultural, economic, academic and even health (General Directorate of Culture and Education, 2011). The district educational institution Colegio Técnico José Félix Restrepo – Night shift, based on compliance with the constitution and the guidelines of the Ministry of National Education, welcomes all those students who belong to populations in conditions of educational vulnerability to resume and complete their studies. primary and secondary education. But the education they receive is oriented towards the fulfillment of the themes that must be explained, but is not focused on the true learning of each of the students. Consequently, these students present low levels of knowledge within their learning process taking into account their conditions of vulnerability and the regular educational quality in which they are immersed, with the areas of knowledge in science being the least learned. Results that are reflected not only in their grades by area, but mostly in the ICFES state exam. For this reason, the main objective of this document is the presentation of a proposal on the design, creation and implementation of a primer-type support material in the area of ​​chemistry for Cycle VI (grade 11) students who are ad-portas of take your ICFES exam, which is made up of the main topics that are not only studied in the last degree of high school, but are also evaluated in the state exam. These themes were broken down so that the language used in conjunction with the exemplifications is simple and quick to assimilate either for review, or in some cases, learning when there are conceptual gaps on a larger scale.