Playful strategies in the learning of inorganic chemical nomenclature

Abstract

The implementation of new strategies and methodologies in the teaching-learning process in university education arises from the need to respond to the difficulties that students have in their academic work. In this context, in the Career of Pedagogy of Experimental Sciences, Chemistry and Biology of the Central University of Ecuador, in the area of Chemistry was set as an objective to assess the impact of playful strategies on learning inorganic nomenclature. Thus, a quasi-experimental quantitative research applied to two groups of first-semester students, Control and Experimental groups, was used. Three thematic axes were addressed - Chemical symbols and valences; oxides function: acids, neutrals and compounds and hydroxides, hydrides and acids- and five evaluations were applied for titration, one diagnostic, one at the end of each topic and one summative at the end of the unit. 5% of error was considered for the analysis of the results. Two Student t-tests were applied which determined the significant difference between the means of two groups, and Kolmogorov-Smirnov was employed for the population distribution, all processed with the SPSS statistical package. Kolmogorov showed that the distribution is normal, and the t-test indicated that there is significant difference between the control and experimental groups as for evaluations two and three, it did not show significant difference.