Un acercamiento lúdico y experimental a la química en población que batalla contra el cáncer o enfermedades que requieren un largo tratamiento

Abstract

This internship project focuses on facilitating the continuity of the educational process in chemistry and stimulating the motivation for learning in out-of-school youth with prolonged medical treatment at the HOPE Foundation. The initiative arises from the problem of educational disruption and the emotional impact faced by these students. It is justified by the need to guarantee their right to education, mitigate academic and psychosocial disadvantages, and promote their comprehensive development, drawing on pedagogical theories such as active learning (Piaget, Vygotsky), metacognition (Flavell), and the importance of the sociocultural context (Bourdieu). To achieve the proposed objectives, a personalized pedagogical support program was proposed, integrating playful activities, virtual laboratories, and the promotion of autonomy. The activities carried out include individualized diagnosis, the design of an adapted program, the selection of a methodology that included participant observation, the design of playful and interactive activities, the use of virtual laboratories, the development of adapted didactic materials, personalized tutoring, promotion of participation and autonomy, and continuous and formative evaluation. It is expected that the implementation of this program will improve the understanding of chemistry, promote critical thinking skills, increase participation and autonomy, and contribute to the emotional well-being of the students, guaranteeing their right to education and preparing them for current challenges.