Estrategia docente para enseñar estereoquímica: una propuesta para convertir de una representación a otra
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En este estudio se desarrolló una propuesta para enseñar estereoquímica con estudiantes universitarios de la carrera de química y farmacia, con el objetivo de identificar las representaciones de estructuras orgánicas que son más sencillas para el estudiantado utilizando una estrategia didáctica para la identificación, asignación de la configuración absoluta y la comprensión de la estereoquímica en el estudio de la estereoquímica de compuestos orgánicos. Se presentó al estudiantado un esquema con diferentes representaciones y se explicaron las relaciones entre unas y otras, para facilitar la interconversión y que pudieran asignar correctamente las configuraciones de los estereocentros. Se aplicó un pretest previo a la intervención con las proyecciones de Fischer, fórmulas de Haworth, y de cuñas y líneas y conformación silla, mostrando que sólo en las proyecciones de Fischer y en las fórmulas de cuñas y líneas pudieron asignar las configuraciones absolutas de los estereocentros. Sin embargo, después de la intervención, el estudiantado pudo realizar interconversiones en las representaciones de Haworth y silla, aumentando su rendimiento de 0% a 65% y de 0% a 52,5% respectivamente, en el caso de las cuñas y líneas el aumento fue de 22,2% a 60%, y en las representaciones de Fischer de 81,3% a 100%, lo que demuestra que la proyección Fischer era la representación más sencilla para la asignación de la configuración absoluta de los estereocentros.
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