Abstract

BARRAQUE, Facundo; SAMPAOLESI, Sofía; BRIAND, Laura Estefania  and  VETERE, Virginia. Educational innovation for first-year college chemistry teaching. Educ. quím [online]. 2021, vol.32, n.1, pp.58-73.  Epub Aug 13, 2021. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2021.1.75760.

Chemistry learning during the first year of the university presents difficulties associated with the abstract of some content and the different levels of representation necessary for its approach. In addition to the disciplinary dimension, freshmen have to inhabit an institution with rules and symbolic orders different from those that are used to and that demands more autonomy and responsibility. These characteristics result in a significant dropout rate and a large percentage of students who fail to accredit college courses. This context questions us about the traditional methodologies for teaching chemistry during the first year of the university. Thus, we set out to design a Course with Alternative Strategies for the Teaching of Chemistry which, due to its characteristics and its institutional context, is an innovation. The proposal is structured in the approach to teaching and learning from a constructivist perspective that puts the student as the protagonist and last responsible for their learning, while teachers adopt a role of guides and collaborators in this process. The aim of this proposal is to accompany students in the learning of the proactive attitude towards the study necessary to address degree careers. On the other hand, it seeks to lay the theoretical basis of Chemistry, stimulating students to generate a link with knowledge that helps them understand problems of everyday life and relate chemistry to issues of importance to our society. This paper presents the proposal of a methodological innovation, the results obtained and future challenges. The course was implemented in two first year courses of the Faculty of Exact Sciences of the National University of La Plata, Argentina. The results found encourage us to continue exploring alternative tools to the traditional teaching methodologies of this discipline.

Keywords : Educational Innovation; Autonomy in learning; Higher Education; Learning strategy; Teaching practice.

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