Resumen

CARRIZO, María Alejandra; GIMENEZ, Mariana Elisa; BARUTTI, Marta Estefanía  y  CAYO, Inés Judit. The pH approach in aulic context since the interpretation of everyday situations. Educ. quím [online]. 2022, vol.33, n.2, pp.94-105.  Epub 28-Nov-2022. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2022.2.79628.

The traditional didactic models, still in force in the teaching-learning processes of Chemistry, require an effort from the secondary education students to accredit learning in this curricular space that they consider to be of null applicability, which generates rejection and disinterest. The application of contextualized and situated innovative didactic strategies allows students to be protagonists and interpret everyday situations through the content provided in the subject.

With this presentation we share the experience of implementing a didactic sequence related to pH and its incidence in hair care, with an action-research methodology and an ad hoc innovative didactic resource. It allows to link Chemistry contents with the context and experiences that students live outside of school, as well as participation and collaborative work, use of ICT, unstructured experimentation, reading comprehension, socialization, inquiry, reflection and integration of the knowledge acquired in the resolution of problematic situations, favoring the acquisition of basic skills within the framework of a comprehensive scientific-technological training in line with the current demands of society.

Palabras llave : pH; classroom context; everyday situations; integration of knowledge; didactic sequence.

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