Estrategia didáctica para la enseñanza de fundamentos sobre nanotecnología a estudiantes de grado décimo

Abstract

The purpose of this work is to present the design methodology of a novel didactic strategy for teaching chemistry in tenth grade, taking the fundamentals of nanotechnology as the central axis. For this purpose, a bibliographic search was carried out on the teaching of nanotechnology at different educational levels, placing special emphasis on teaching strategies aimed at the secondary level; with the purpose of selecting the fundamental concepts about nanotechnology that will be addressed in the teaching unit. The development of the didactic unit and sequencing of the activities is guided by the criteria set forth by García-Martínez, et al., 2018, and peer review was used to validate the activities and instruments developed, thus generating a first phase design and a second phase of adjustments to perfect the teaching strategy. The instruments used for the development of each proposed activity seek to integrate different disciplinary areas to give the didactic strategy a transversal and multidisciplinary approach from the sciences; creating an interactive, eye-catching and motivating atmosphere for students, which seeks to promote the development of scientific and cognitive-linguistic skills, since each activity is designed to present different scenarios that allow exploration, questioning, debate and reflection on the implications of nanotechnology in their daily lives. It is concluded that the integration of cutting-edge topics such as nanotechnology generates new aspects to be taken into account in the design methodology of the teaching unit, due to its varied application opportunities in the classroom and the wide range of topics that can be address to teach chemistry in tenth grade. This allows us to build a common thread of the teaching-learning process that invites the student to redefine science from another perspective, as well as to build new concepts about it based on completely new experiences for the student with respect to the world around them. Likewise, the teacher's participation in the design of innovative learning experiences allows him to relate to the research work from a conscious and contextualized position of the teaching action, where he can integrate tools such as ICT to enrich the work.