La Química “Re”-activa en la vida cotidiana
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2024-05-28
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Jaén: Universidad de Jaén
Resumen
La vida diaria está llena de procesos químicos que, entre otras cosas, permite aumentar la calidad de vida. Esta situación de aprendizaje diseñada para 3º de ESO pretende poner de manifiesto estos procesos y su estudio desde la perspectiva de los procesos científicos, como forma de trabajo rigurosa. Para ello se utilizan saberes básicos de la química, la observación del entorno y la experimentación en la cocina para de ese modo concluir que la reacción química forma parte de la vida, lo cual ha de servir para un aprendizaje significativo. Se implica en esta situación aprendizaje a todo el alumnado, atendiendo a las diferencias individuales, con perspectiva inclusiva reflejada en las pautas DUA, sin dejar de actuar en el ámbito 6 del MRCDD.
Daily life is full of chemical processes that, among other things, allow us to improve the quality of life. This learning situation designed for 3rd ESO aims to highlight these processes and their study from the scientific practices, as a rigorous way of working. For this, basic knowledge of chemistry, observation of the environment and experimentation in the kitchen are used to thereby conclude that the chemical reaction is part of life, which must serve for meaningful learning. All students are involved in this learning situation, taking into account individual differences, with an inclusive perspective reflected in the UDL guidelines, while continuing to act in area 6 of the CDCFT.
Daily life is full of chemical processes that, among other things, allow us to improve the quality of life. This learning situation designed for 3rd ESO aims to highlight these processes and their study from the scientific practices, as a rigorous way of working. For this, basic knowledge of chemistry, observation of the environment and experimentation in the kitchen are used to thereby conclude that the chemical reaction is part of life, which must serve for meaningful learning. All students are involved in this learning situation, taking into account individual differences, with an inclusive perspective reflected in the UDL guidelines, while continuing to act in area 6 of the CDCFT.