METHODOLOGICAL CHANGE TO FAVOUR GENERAL CHEMISTRY LEARNING

Abstract

After analyzed the main difficulties that the  first-year students of the General Chemistry course faced, their teachers decide to design and apply a didactic strategies that contributes to  improve the teaching–learning process. The objective of this article  is to describe the methodological change and the general results obtained. This change was fundamentally evidenced in the didactic guides of practical work of cabinet and laboratory. A set of teaching strategies was used, such as traditional, context teaching and problem-based learning. In general, students found it easier to write, balance and recognize the nature of redox processes than to describe and substantiate them. It is considered that the proposed innovation could be a valid contribution to encourage students to learn how to learn.