Resumen

PARGA-LOZANO, Diana Lineth  y  PINEROS-CARRANZA, Gloria Yaneth. Teaching of chemistry from contextualized contents. Educ. quím [online]. 2018, vol.29, n.1, pp.55-64. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2018.1.63683.

This paper describes a study characterising the chemistry curriculum in a District Educational Institution (DEI) of Bogotá. The study was used to suggest and evaluate a curriculum for teaching tenth grade chemistry, which involved the articulation of disciplinary, metadisciplinary and everyday levels of contextualization for teaching the discipline. The work responds to the need to generate processes that encourage student interest in chemistry and improve teaching. The investigation involved a case study and was qualitative in nature; was divided into three phases: identification, design, and assessment. The identification phase involved characterising the DEI curriculum, collecting information through surveys, interviews, documentary analysis and non-participant observation of teachers and students. In the design or action phase a curriculum was conceived using a macro, meso and microcurriculum based on contextualized content. In the assessment phase the proposal was evaluated in order to overcome gaps found in the characterization of the DEI curriculum. The microcurrículum was approached from a social scientific point of view, allowing the student to get closer to a contextualized form of learning and developing their ability to challenge the arguments presented to them.

Palabras llave : social science issues; curriculum; levels of contextualization; contextualized contend.

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