Transmodern didactic of chemistry at the university level

Abstract

The Chemistry area contributes to the integral development of students, since it promotes the development of attitudes and intellectual habits of great value in today's society. Likewise, it facilitates the understanding of phenomena that take place in our environment, helps to rationally interpret reality and promotes critical attitudes towards everyday events. For this reason, the objective of this study is to propose a transmodern didactics of chemistry that favors the inclusion of technologies and the hodgepodge of the different functional techniques currently used, within these PBL, Project-based learning and gamification, among others. Regarding the methodology, a literature review on the subject was carried out with the analysis matrix technique, together with the hermeneutical method and the teaching experience, it concludes with the gestation of a transmodern didactics of Chemistry that allows to enhance the construction of knowledge from individual to collective knowledge, such as strategic, conditional, self-knowledge and affective knowledge.

Keywords: Didactic, Transmodern, Learning, Chemistry