Estrategias didácticas en la enseñanza-aprendizaje: lúdica en el estudio de la nomenclatura química orgánica en alumnos de la Escuela Preparatoria Regional de Atotonilco

Abstract

This research aims to implement the ludic like teaching-learning strategy in respect to the subject Chemistry II of the General Baccalaureate (pre-university studies) by Competencies which operates in Atotonilco Regional High School at the University of Guadalajara.

For this purpose an integrating activity is performed in the thematic content of functional groups of organic chemistry that includes this teaching-learning technique. Therefore, an evaluation of corresponding thematic contents is carried out and through a test resolution like the two school cycles before (2013-B and 2014-A). At last, a variance analysis to 95% of trust is achieved to compare the gotten average by the students in the mentioned school cycles and the 2014-B.

The results indicate the increase in the corresponding average to school cycle 2013-B by 12.08 points and school cycle 2014-A by 22.03 points. This suggests that ludic like didactic tool can facility the teaching-learning process of this science.