The influence of previous ideas as epistemological obstacles in the teaching and learning process of redox reactions

Abstract

In this investigation it is proposed to design a Didactic Unit to analyze the influence of previous ideas as epistemological obstacles in the process of teaching and learning of the redox reactions, for this it is necessary to inquire about the previous ideas of the participants related to the "reactions". of oxide reduction ", and to determine if there are relations between these ideas and the notions acquired during the course of Chemistry of 4th year of Media and General. The study is framed within the qualitative paradigm, taking constructivism as a frame of reference. Where, by means of a Semi-structured Interview of open questions applied to the students or key informants, in order to diagnose the previous ideas that the participants have related to the oxidation-reduction reactions.His knowledge on the part of the teacher constituted starting point for the establishment of suitable strategies of teaching, since it was possible to realize the categorization of the previous ideas on the reactions redox that is of analog character, starting from the knowledge of the previous erroneous ideas or not , within the cognitive structure of the participants, allowed propitiating elements that will help to design the Didactic Unit, which consists of the use of illustrations, the use of textual structures, readings, mental maps and experiments, that allow the mobilization of erroneous ideas or do not erroneous and if there is a significant approach in the construction of a scientific concept to the redox reactions.