El uso de secuencias didácticas como herramienta para favorecer el desarrollo de habilidades de pensamiento en los estudiantes en la enseñanza de la cuantificación de relaciones en química

Abstract

One of the main educational purposes has to do with favoring the development of thinking skills that allow the student to adopt new intellectual positions to approach positively towards problem solving and to articulate them with their daily lives. The thinking skills are based on the everyday of being and allow to interact with reality from multiple perspectives, favoring the generation of response options to stimuli or situations that lead to satisfactory solutions of daily or non-daily problems. However, the usual teaching practice of the science teacher, despite advances in research in science teaching, continues to prioritize the transfer of content, largely because the legal requirements implicit in educational standards and the results of external tests, limit the development of activities in the classroom that are oriented to the development of thinking skills and conceptualizations out of context. The above promotes an uncritical teaching of science, enhancing the qualification rather than the assessment of students' intellectual progress, encouraging their dependence on elaborate and closed content where the preponderant didactic model is the transfer of subjects by the teacher for the mechanical assimilation by the students. In this sense, the main purpose of this research was to identify and, as far as possible, improve, through the development of didactic sequences supported by results of contemporary research in didactics of sciences, the difficulties that are evident in the Teaching of chemistry in terms of the quantification of relationships and that do not favor the development of thinking skills, particularly analysis and synthesis in students. The methodology in which the project was framed is based on qualitative research with methodological strategies regarding action research and it is hoped that the results of this research will be fruitful and serve as a course for further research. For that, we worked through the technique of focus group with three students of degree 1002 of the Isabel II College, day in the city of Bogotá, D.C. (Colombia), reflecting on the possibilities for improving their capacities through the development of analysis and synthesis. This required recontextualizing the disciplinary contents of chemistry from historical and epistemological perspectives to favor teaching that promotes the development of thinking skills in students and leads to the construction of improvement strategies for teaching chemistry. The final results consist of generating a didactic sequence as a tool for science teachers that allows them to reconstruct activities to best favor the development of thinking skills in middle school students.