Desarrollo de la alfabetización química en estudiantes de primer ciclo de educación secundaria Aportes de un proyecto educativo de ciencia ciudadana
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Los proyectos de ciencia ciudadana han revelado potencial para promover la alfabetización científica de los estudiantes en sus dimensiones afectiva y cognitiva. Sin embargo, en química estos proyectos aún son escasos. Así, partiendo del contexto de la calidad del agua costera y su contaminación por (micro)plásticos, se desarrolló el proyecto de ciencia ciudadana PVC - Perceiving the Value of Chemistry behind water and microplastics, en el que la química juega un papel central. Con el objetivo de conocer los aportes de este proyecto, se investigaron las actitudes hacia la asignatura de Química de 574 estudiantes portugueses (442 del grupo experimental y 132 del grupo control) del 3er Ciclo de Educación Básica y su aprendizaje de la química a lo nivel conceptual y lo nivel procesal. Para ello, se aplicó un cuestionario de actitudes, como pre y post test, también se recopiló una prueba de conocimientos y notas de campo. En el pre-test se observaron actitudes positivas tanto en el grupo experimental como en el de control. En el post-test, el grupo experimental mostró cambios actitudinales significativamente más positivos que el grupo control, en todas las dimensiones presentadas en el cuestionario.
El análisis de los resultados de las pruebas de conocimiento también sugiere que el proyecto PVC promovió el aprendizaje conceptual de la química relacionada con el análisis de los parámetros fisicoquímicos del agua y de los polímeros. A nivel procedimental, se ha hecho evidente el aprendizaje de técnicas de laboratorio y el desarrollo de habilidades como la autonomía, la colaboración y el pensamiento crítico, así como la capacidad de comunicar ideas y resultados promovidos por la participación en el proyecto PVC.
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