Guía didáctica interactiva para el aprendizaje de Química Orgánica, con los estudiantes de sexto semestre de la Carrera de Pedagogía de las Ciencias Experimentales Química y Biología

This research addressed the challenge of limited teaching resources, specifically the absence of interactive guides that effectively motivate and engage students in Organic Chemistry subject. Employing a non-experimental, descriptive, and field-based approach, the study aimed to evaluate the perceived benefits of an interactive teaching guide, “Carbon Footprints,” designed to foster active learning. This methodology involved observing the phenomenon within its natural educational context, without manipulating variables, and directly surveying 27 sixth-semester students from the Pedagogy of Experimental Sciences in Chemistry and Biology program—the entire population, eliminating the need for sampling. To provide a robust theoretical framework, a comprehensive bibliographic review of scientific journals, books, and theses was conducted, supporting the design, development, and analysis of the guide. The survey results indicated that “Carbon Footprints,” coupled with digital tools like Canva, Gimkit, and Nearpod, significantly enhanced student engagement and promoted self-directed learning. Therefore, the study concludes that incorporating these digital tools into interactive teaching guides creates a dynamic, student centered learning environment, particularly beneficial for complex subjects like Organic Chemistry subject. It is recommended that future educational materials adopt similar strategies to maximize student interaction and learning outcomes.

• Autor principal: Chafla Remache, Johanna Elizabeth (author)
• Formato: bachelorThesis
• Idioma: spa
• Publicado em: 2025
• Assuntos: GUÍA DIDÁCTICA; APRENDIZAJE; QUÍMICA ORGÁNICA; HERRAMIENTAS DIGITALES
• Acesso em linha: http://dspace.unach.edu.ec/handle/51000/14988