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Dec 2, 2024
Abstract
One of difficulties that the teaching and the leaming of chemistry present in the first year of university courses is due, partly, to the diversity of students, who show different interests, and previous abilities and knowledge, (Kovacs, 1999). The teaching strategies that frequently are used so much in the classroom as in the experimental activities, their majority, do not consider the leaming needs of the students, generating a problem in the leaming of the concepts and principies of the chemistry, which means that a great number of students reprobates the signature. A possibility of improving the learning of chemistry, remembering the necessities of leaming of the students, is by means of the incorporation of significant and motivating
experimental activities, for which practices of laboratory were designed and contextualized, supported with adapted virtual ambient guides of leaming and incorporating for the intervention modality. The didactic proposal contemplated two groups of students, experimental group to whom it was applied to the strategy and the group to him control. When the results
obtained in both groups are compared it observed significant differences in favor of the experimental group, which is evidenced in the final qualifications of the laboratory.
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