Propuesta didáctica para favorecer la construcción de representaciones sobre los enlaces químicos de Gilbert Newton Lewis a través de modelos en estudiantes de grado 10°

Abstract

Throughout the history of education, teaching tools and strategies have been used that are designed in order to generate thinking actions specific to the field of science, develop skills framed in both written and oral communication and, consequently, strengthen the teaching and learning processes of educational actors. However, the analyzes collected from classroom experiences allow us to obtain a general overview of education where micro-curricular designs are limited to evaluative components (mostly quantitative) in which the primary cognitive models or structures of the students are transferred to a background. According to Velasco and Garritz (2002), natural science students have their own vision, explanation and language regarding natural phenomena that are usually different from the opinion of the scientific community, although both use similarities and differences to organize facts and phenomena through observation, which allow establishing relationships in the construction of structures and models and in this way making predictions, this is where, through cognitive and cognitive-linguistic skills, students approach tasks in the field of natural sciences, expressed both in writing and in a visual and iconic way. There are documents that support the importance of drawing, visual and iconic language in the representations that students have and how these contribute to the 16 models that are generated in them regarding different themes of science (Llombart, 2015), within the Didactic experiences of teaching practice have shown how some students find in drawing a way to describe and explain certain situations in the field of natural sciences. This is why the development of cognitive-linguistic skills through reading, writing and drawing will generate in students their own modeling to give a meaning or explanation to the different theories, in this case those that concern the chemical bond. Knowledge is not static, but over time it is transformed due to new discoveries that lead to its evolution, therefore, the historical review of the transformations that have arisen in order to understand the interactions of the microscopic world, They provide a general overview to contrast the modeling that students have with those that scientific knowledge has been studied over time, thus there will be a representative correlation influenced by contributions from each one's own situations. Finally, the proposal presented in this work is designed in order to be applied at the Nicolás Esguerra IED National School with a specific sample of students in the tenth grade of secondary education. It is expected that the development of the research proposal will provide elements of analysis on the educational task regarding science, especially the branch of chemistry that addresses highly complex conceptualizations, where students can get closer to the theories that present these levels. difficulty; in turn, to ensure that students generate modeling in a meaningful way based on their experiences 17 and, in contrast, with the contributions made in previous years by different scientists who contributed to the understanding of the interactions that occur at the atomic level between elements. and compounds.