Didactic Sequence for Learning the Formulation of Medicines with the Use of ICT, at Upper Middle Level

Heidi Cleofas Garduño¹, Miriam Aide Castillo Rodríguez^1, and Obaya-Valdivia Adolfo Eduardo¹

¹Universidad Nacional Autónoma de México, Facultad de Estudios Superiores Cuautitlán, Departamento de Ciencias Químicas, MADEMS (Química) Av. Primero de Mayo s/n Cuautitlán Izcalli, Estado de México, México C.P 54740

Cite this paper:
Heidi Cleofas Garduño, Miriam Aide Castillo Rodríguez and Obaya-Valdivia Adolfo Eduardo. Didactic Sequence for Learning the Formulation of Medicines with the Use of ICT, at Upper Middle Level. American Journal of Educational Research. 2023; 11(3):91-96. doi: 10.12691/education-11-3-1

Abstract

The teaching of Chemistry has long been stigmatized as something difficult for teachers to do and at the same time complicated for students to understand. Some reasons may be the abstract nature of certain topics, among which is the identification of functional groups in compounds of biological interest such as the active principles of medicines. This article presents the structuring and implementation of a didactic strategy focused on the teaching-learning process of the subject of Chemistry for the theme Formulation of Medicines for which it was supported using ICT (Information and Communication Technologies). Subject taught in the curriculum of the College of Sciences and Humanities belonging to the National Autonomous University of Mexico at the high school level. The development of the strategy is based on an instructional design type ADDIE (Analysis, Design, Development, Implementation., Evaluation) which allows to have the opportunity for a continuous improvement of the strategy, using LKT (Learning and Knowledge Technologies) tools with a playful approach. The subject of the formulation of medicines is novel for students due to the social and environmental impact it can have on everyday life, in addition, the use of analogies allows a transfer of the knowledge taught to something more common and close to students. The results obtained reflected the influence that the use of LKT with a playful approach can have on student learning on the topic of drug formulation measured through the calculation of Hake's learning gain. We can take as an indication that the improvement of learning is real by using playful activities in the teaching of topics such as the identification of functional groups in medicines.

Keywords:
Formulation medicines instructional design ICT LKT upper middle didactic sequence teaching-learning

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