dor_id: 4159070

506.#.#.a: Público

590.#.#.d: Los artículos enviados a la revista "Educación Química", se juzgan por medio de un proceso de revisión por pares

510.0.#.a: Bibliografía latinoamericana (Biblat); Coordinación de la formación del personal de nivel superior (CAPES); Consejo Nacional de Ciencia y Tecnología (CONACyT); Dialnet; Sistema Regional de Información en Línea para Revistas Científicas de América Latina, el Caribe, España y Portugal (Latindex); Matriz De Información de Análisis de Revistas (MIAR); PERIODICA; Scientific Electronic Library Online (SciELO); A Division of the American Chemical Society (CAS); Scimago Journal & Country Rank; Scopus; European Reference index for the Humanities and Social Sciences (ERIHPLUS)

561.#.#.u: https://quimica.unam.mx/

650.#.4.x: Biología y Química

336.#.#.b: article

336.#.#.3: Artículo de Investigación

336.#.#.a: Artículo

351.#.#.6: https://www.revistas.unam.mx/index.php/req

351.#.#.b: Educación Química

351.#.#.a: Artículos

harvesting_group: RevistasUNAM.47

270.1.#.p: Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx

590.#.#.c: Open Journal Systems (OJS)

270.#.#.d: MX

270.1.#.d: México

590.#.#.b: Concentrador

883.#.#.u: https://revistas.unam.mx/catalogo/

883.#.#.a: Revistas UNAM

590.#.#.a: Coordinación de Difusión Cultural

883.#.#.1: https://www.publicaciones.unam.mx/

883.#.#.q: Dirección General de Publicaciones y Fomento Editorial

850.#.#.a: Universidad Nacional Autónoma de México

856.4.0.u: https://revistas.unam.mx/index.php/req/article/view/86939/78135

100.1.#.a: Tróchez López, Liliana; Benítez Benítez, Ricardo; Arteaga Fuertes, Danny Alejandro

524.#.#.a: Tróchez López, Liliana, et al. (2024). The symbology of chemical reactions: a didactic strategy for its learning, based on the cognitive model of science. Educación Química; Vol. 35 Núm. 3, 2024; 3-19. Recuperado de https://repositorio.unam.mx/contenidos/4159070

245.1.0.a: The symbology of chemical reactions: a didactic strategy for its learning, based on the cognitive model of science

502.#.#.c: Universidad Nacional Autónoma de México

561.1.#.a: Facultad de Química, UNAM

264.#.0.c: 2024

264.#.1.c: 2024-07-23

653.#.#.a: Chemical Reaction; Cognitive Model; Pedagogy; Active Learning; Classroom Innovation; Reacción Química; Modelo Cognitivo; Pedagogía; Aprendizaje Activo; Innovación en el aula

506.1.#.a: La titularidad de los derechos patrimoniales de esta obra pertenece a las instituciones editoras. Su uso se rige por una licencia Creative Commons BY-NC-ND 4.0 Internacional, https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es, para un uso diferente consultar al responsable jurídico del repositorio por medio del correo electrónico educquim@unam.mx

884.#.#.k: https://revistas.unam.mx/index.php/req/article/view/86939

001.#.#.#: 047.oai:ojs.pkp.sfu.ca:article/86939

041.#.7.h: spa

520.3.#.a: In this work, the results of a didactic proposal designed to facilitate the learning of chemical reactions in high school students (grade 10) of the Margarita Legarda Agricultural Technical Educational Institution are reported. The methodology was based on the cognitive model of science, complying with four stages and focusing mainly on the contributions of Ronald Giere and Mercé Izquierdo, who adapted it to school science. In the first phase, the difficulties that students presented in understanding the notion of chemical reactions were identified. The model was then characterized for its subsequent application. Based on this characterization, a pedagogical sequence was implemented to contribute and improve understanding of the topic. Finally, the scope of the proposal was analyzed through the application of targeted surveys, preliminary and subsequent to the development of the class activity. For this, an exhaustive comparison of the results was made, inferring that the majority of students improved significantly in their understanding of chemical reactions and equations. In the field diaries, compliance with the four dimensions of the model was evident, results that allow us to see the proposal as a good alternative to carry out the processes of teaching and learning concepts in chemistry, where the central actor is always the student, taking into account their prior knowledge, learning difficulties and the characteristics of their context.

773.1.#.t: Educación Química; Vol. 35 Núm. 3 (2024); 3-19

773.1.#.o: https://www.revistas.unam.mx/index.php/req

022.#.#.a: ISSN electrónico: 1870-8404; ISSN impreso: 0187-893X

310.#.#.a: Trimestral

300.#.#.a: Páginas: 3-19

599.#.#.a: 47

264.#.1.b: Facultad de Química, UNAM

doi: https://doi.org/10.22201/fq.18708404e.2024.3.86939

handle: 5e931de5458353c9

harvesting_date: 2024-11-01 00:00:00.0

856.#.0.q: application/pdf

file_creation_date: 2024-07-23 00:52:35.0

file_modification_date: 2024-07-22 18:52:38.0

file_creator: Liliana Tróchez López

file_name: 5360ff6c4d4713b4f2fb53c31c3d67876aed6ef1cc0ebbc9771fce9f66723e8f.pdf

file_pages_number: 17

file_format_version: application/pdf; version=1.4

file_size: 1814113

245.1.0.b: La simbología de las reacciones químicas: una estrategia didáctica para su aprendizaje, a partir del modelo cognitivo de ciencia

last_modified: 2024-11-01 00:00:00

license_url: https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es

license_type: by-nc-nd

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