Dificultades De Comprensión De Nociones Relativas A La Clasificación Periódica De Los Elementos Químicos: La Opinión De Profesores E Investigadores En Educación Química

Franco-Mariscal, Antonio Joaquín; Oliva-Martínez, José María

doi:10.14483/23448350.4023

Cited by 5 publications

(10 citation statements)

References 6 publications

(8 reference statements)

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“…Another common difficulty concerns some atomic properties such as the atomic volume and electron configuration. A previous study 14,15 carried out by ourselves, in conjunction with Spanish experts in science education, revealed that the learning difficulties often encountered by high school students on this topic could be characterized into seven categories:…”

Section: ■ Periodic Table Teachingmentioning

confidence: 99%

“…Furthermore, the games are resources that serve as contentrelated learning goals. Indeed, the games have been developed to create a climate of participation, involvement, and motivation for the students in an effort to help overcome the view that the PT is an arid and complicated issue 14 as precieved from a transmissive teaching approach.…”

Section: Purpose Of the Investigationmentioning

confidence: 99%

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A Game-Based Approach To Learning the Idea of Chemical Elements and Their Periodic Classification

et al. 2016

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In this paper, the characteristics and results of a teaching unit based on the use of educational games to learn the idea of chemical elements and their periodic classification in secondary education are analyzed. The method is aimed at Spanish students aged 15−16 and consists of 24 1-h sessions. The results obtained on implementing the teaching unit are assessed with a focus on the development of students' understanding of the topics covered and their perceptions toward the role of games in the learning process. The data collection methods used included a learning assessment test (administered before the unit was started and one month after completion of the unit) and a questionnaire to assess the students' learning experience. As a complementary method to acquire data, the teacher keeps a diary. The main conclusion was that students progressed significantly in the areas of learning related to knowledge of the Periodic Table and its nature and history, but a lower level of progress was found in the application of knowledge and the use of evidence to draw conclusions. Furthermore, to some extent, the teaching unit helps to overcome learning difficulties associated with the study of this subject. In addition, most responses to the questionnaire indicated that students who followed the teaching unit with games achieved statistically better final results than those in the control group, who followed a traditionally taught program. A positive assessment was provided by students concerning the role of games in the proposed unit, and there were also positive perceptions regarding the influence of games on learning and their potential to encourage participation in the classroom. Finally, this research identifies a new type of educational resource, namely task involving play (TIP), that can be defined as intermediate between play and game scenarios. The TIPs may include artistic or technological creations by the student, and they allow the student to play an active role in the learning process. Such tasks help students to improve their learning through educational games, and they can be perceived as intermediate in terms of their simplicity, usefulness, attractiveness, and interest with respect to educational games.

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Section: ■ Periodic Table Teachingmentioning

confidence: 99%

Section: Purpose Of the Investigationmentioning

confidence: 99%

A Game-Based Approach To Learning the Idea of Chemical Elements and Their Periodic Classification

et al. 2016

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“…The first of these areas concerns the idea of an element as a chemical substance (Furió & Domínguez, 2001Raviolo, Garritz & Sosa, 2011) and, in turn, the distinction between elements and compounds (Briggs & Holding, 1986;Franco-Mariscal & Oliva-Martínez, 2012, 2013. Within this profile of learning problems, one must consider the work of Linares (2004), who described how one of the main difficulties with the concept of chemical elements lies in the ambiguous and ambivalent nature of this term.…”

Section: Difficulties Encountered In Learning About the Chemical Elemmentioning

confidence: 99%

“…As a consequence, with some exceptions (Ben-Zvi & Gemut, 1998;Franco-Mariscal, 2011;Linares, 2004;Taber, 1999;Taber & Tan, 2007;Talanquer, 2006Talanquer, , 2010Wang & Barrow, 2013), this can be considered to be an area in which very few research studies have been carried out. This situation exists despite the importance of this topic in introductory chemistry courses at the high school and university levels (Scerri, 2007) and despite the fact that students often struggle to learn and understand this topic, indicating that the various obstacles to learning should be analysed and clarified (Franco-Mariscal & Oliva-Martínez, 2012;Schmidt, 1998). As a result, it is of interest to define these shortcomings in teaching/learning and to identify strategies and resources that can contribute to overcoming them.…”

Section: Introductionmentioning

confidence: 99%

Understanding the Idea of Chemical Elements and Their Periodic Classification in Spanish Students Aged 16–18 Years

Mariscal

Martínez

Gil

2015

Int J of Sci and Math Educ

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The work reported here involved a comparative study regarding the understanding that high school students (16-18 years) have of the concept of chemical elements and their periodic classification. More specifically, the level of knowledge on this topic was compared before and after the completion of baccalaureate studies in a sample of Spanish students. In order to achieve this goal, a questionnaire was developed that included 14 items in an open format, through which various aspects of the students' understanding of the idea of chemical element and their periodic classification were assessed. In addition, the application of this knowledge to interpret and predict the behaviour and properties of elements and to carry out calculations on the atomic composition of the elements was evaluated. Aspects concerning the acquisition of scientific knowledge, the application of knowledge to different contexts and situations, and the use of scientific evidence to draw conclusions and knowledge about the nature and history of science were evaluated. The questionnaire was previously validated with a large group of students. The results of this study show that improvements occur primarily in addressing higher level cognitive questions (analysis, synthesis and evaluation) in comparison to the lower level tasks (capacity for retention, understanding or direct application of learning). In addition, students who start high school have a very limited understanding of the ideas behind the Periodic Table of the chemical elements and that their lack of understanding, to a large extent, remains upon Int J of Sci and Math Educ

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“…La enseñanza de la tabla periódica supone para el estudiante una dificultad asociada a la necesidad de memorizar el nombre de los elementos y símbolos químicos, por lo que le resulta también difícil clasificarlos, conocer cuáles tienen propiedades similares (Candia, 2016). Otra dificultad que se detecta está relacionada con la necesidad de abstracción para formarse un concepto acerca de la gran cantidad de elementos de la tabla periódica (Franco & Oliva, 2012). Como menciona Piaget (1984) se puede hacer abstracción de los objetos, lo que implicaría el contacto con los mismos o de la experiencia en interactuación con el fenómeno estudiado.…”

Section: Introductionunclassified

La nemotecnia como estrategia pedagógica para el aprendizaje de la tabla periódica

Mazo¹,

Arce²

2022

Rev. estudios psicol.

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El objetivo del estudio apuntó a diseñar una estrategia pedagógica a partir de la nemotecnia para el aprendizaje de la tabla periódica en estudiantes de grado 7 en la Institución Educativa San José de Sincelejo. Se utilizó una metodología de enfoque cualitativo con método de investigación acción del que participaron 28 estudiantes y seis docentes. Los resultados mostraron presaberes indicativos de escasa comprensión de conceptos básicos para la comprensión de la tabla periódica, lo cual, según los docentes se debe en parte, a la abstracción que requiere aprender 108 elementos y sus propiedades. Situación que mejoró a partir de nemotecnias como recurso didáctico, el uso de técnicas como la oración creativa, memorización de iniciales y creación de historietas. En conclusión, los estudiantes aprendieron los elementos, regiones, grupos y periodos, siendo capaces de relacionar las propiedades periódicas, la potencialidad de ionización, describir su electronegatividad y diferenciar entre metales y no metales, apropiándose de conceptos básicos para estudiar la tabla periódica.

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Dificultades De Comprensión De Nociones Relativas A La Clasificación Periódica De Los Elementos Químicos: La Opinión De Profesores E Investigadores En Educación Química

Cited by 5 publications

References 6 publications

A Game-Based Approach To Learning the Idea of Chemical Elements and Their Periodic Classification

A Game-Based Approach To Learning the Idea of Chemical Elements and Their Periodic Classification

Understanding the Idea of Chemical Elements and Their Periodic Classification in Spanish Students Aged 16–18 Years

La nemotecnia como estrategia pedagógica para el aprendizaje de la tabla periódica

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