Proposal for the development of learning schemes in chemistry from the theory of conceptual fields

Abstract

Chemistry is a fundamental science for the country's technological development, and its study concerns various fields of human activity. However, his teaching has been characterized by being mainly expository, and it is presented as a simple, organized description of phenomena, where learners limit themselves to memorizing concepts and formulas without participating in the construction of their knowledge. The teacher's main task is to help his students develop schemes that enable them to deal with increasingly complex problem situations. The objective of this article was to generate a didactic model oriented to the development of learning schemes in university students, based on Vergnaud's theory of conceptual fields. The methodology used was of a projective documentary type, where each of the constituent elements of the model was determined and described. As a result, a systematics of work inside and outside the classroom is shown, considering the previous schemes of the students, which includes solving problematic situations, cooperative learning, laboratory work, construction of concept maps, use of information and communication technologies, consideration of learning styles and facilitating principles of critical meaningful learning.