Integration of didactic and neuroscientifi c strategies to improve motivation and learning in basic chemistry courses
This paper exposes a methodological approach that was designed and developed to facilitate the understanding of the topic chemical equilibrium; a familiar context for students was used. The proposal was applied to an average population of about 16- year-old. The context was the process used to produ...
- Autores:
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2019
- Institución:
- Universidad Católica de Pereira
- Repositorio:
- Repositorio Institucional - RIBUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.ucp.edu.co:10785/9743
- Acceso en línea:
- https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/250
http://hdl.handle.net/10785/9743
- Palabra clave:
- Rights
- openAccess
- License
- Derechos de autor 2019 Entre Ciencia e Ingeniería
| Summary: | This paper exposes a methodological approach that was designed and developed to facilitate the understanding of the topic chemical equilibrium; a familiar context for students was used. The proposal was applied to an average population of about 16- year-old. The context was the process used to produce yogurt in a lab under the methodological strategy: Teaching for Understanding (TfU). The proposal also relies on neuroscientifi c foundations of learning that take into account the need to generate attention statements prior academic work, to improve understanding of concepts and pitch them to the long-term memory by stimulating multisensorial; this stimulation may improve better synaptic connections. Before starting the academic work, stimulation activities were conducted, which resulted in a state of attention and motivation that allowed students to make observations and analysis at the macroscopic level, to fi nally understand precisely the chemical process lactic fermentation, as a reversible process produced by the action of microorganisms. |
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