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The present study focuses on the deficient learning of health science students in the General Chemistry course in the first level higher education, specifically regarding the topic of aqueous dissolutions in terms of the meaning of pH and how to determine it. The causes of this problem are: i the difficulty relating the theory to the practice, ii the lack of strategies that help and motivate learning, iii the inability to underst and and resolve problems or exercises, and iv a deficiencyon basic mathematical aptitudes for application in resolving problems and exercises, among others.
The research considered the academic results obtained bystudents of various careers in the area of health sciences students in the past, to subsequently determine the research group, resulting it the career of nursingstudents. This study was carried out at a university and involved nursing students because they havemany difficulties learning experimental sciences, especially chemistry, because the students of other careers do not have many weaknesses in this science, beingevidenced in the results at end of the semester-The sample experimental group consisted of nursing students and the control group students of nutrition and dietetics and dentistry taking the unit "General Chemistry", who provided all the information for this study.
Independent training students have in chemistry, the purpose of this research is to improve learning chemistry in higher education, through the implementation of teaching strategies in first level courses. The General Chemistry course gives students basic knowledge of chemistry in areas related to quantification of matter, chemical structure,physiochemical properties and chemical reactivity of substances.
The aimis for the student to successfully perform in the upper-level course units thatrequire such knowledge. The discipline of chemistry is composed of a systemof concepts and abilities which represent the fundamental bases of a scientificunderstanding of the world, and as what does symbiotic relationship meaning it is of paramount importance todevelop the scientific abilities of the student.
Specifically, chemistry learning and the development of the student, both academically and personally, are social and collaborative activities that cannotbe "taught" but rather facilitated or guided; it thus depends on the student tobuild their own system of knowhow, according to the Vygotskian conception 1, 2, 3,4. Newman, Griffin and Cole 5wrote:. Therefore, ZPD can be used to access to adequate support for sustainable learning over time. The concept is used to interpret open situations in which there is no clear hierarchy to the development of conduct and abilities, and where intervention by an adult or more proficient peer can seem ambiguous 5.
One element open to definition is what exactly is to be considered adequate help from the expert or more capable peer; Wertsch 6 proposes three additional concepts for a more complete understanding of ZPD:. During the interactive process of teaching and learning in ZPD, development does not arise in all appropriation processes, but only in those that cause modification in the structure of psychic functions.
As a result, teaching in ZPDaims to profound structural changes. Vigotsky distinguished two what is a traditional acid and base definition of results of teaching and learning in the zone: on the one hand, what is considered a direct product for example, typesof knowledge, abilities and habits what does impact mean in english, and on the other, indirect results of teaching and learning that imply restructuring function and access of the subject to aqualitatively different way of cognitive functioning, which in turn constitutesa genuine indication that development has occurred 9,11,12, Others authorsdefine the ZPD as the distance between the actual level of development,determined by the ability to independently solve a problem, and the level of development potential, given through the resolution of a problem under the guidance of teacher or in collaboration with a partner more capable Thus, cognitive development is understood as what is a traditional acid and base definition deep and fundamental structural and functional change that subjects experience in some area s ,which places them in a better position to be able to act upon the world andupon the mselves 9,11,12,15, One of the most important and least studied of these aspects relates to the degree of conscious insertion a student can and should attain during learning inthe zone, and to what boundaries or fields should this development extend 8,12, The teacher is the main party responsible for assisting in a student'slearning, teacher-student interaction the refore has certain characteristics, what is a traditional acid and base definition inaddition, interaction between students can equally lead to a ZPD that can alsooffer elements for improvement within it.
The teacher-student interaction isthe main source of generating a ZPD He adds that cooperative work amongstudents can, under certain conditions, also be important in the creation of ZPD, and the characteristics of student interaction that help generate ZPD areas follows: Comparison of different points of view on the same content or task,presentation of his own views to their classmates and organization of roles,mutual control of work to be done and mutual offering and accepting of help 19 These activities are:.
The reasoning of students must be explained by these for their cognitive structures and thus create new learning situations. Somehow, the activitiesdescribed by these authors, only make reference to the resolution of problemsin the academic context. The ZPD must include the integral development of the personality.
An individual may know how to solve properly multi-task,but if after resolved these, it is not able to build a developer lifestyle, theirdevelopment as personality is mortgaged. Feedback and self-correction. D'Angelo 11 explains: Learning is a what is the definition of impact study of participation, interaction and collaboration, through the activity and communication with the other.
Itoccurs when students are motivated to engage thoughtful and strategically inlearning activities within environments that encourage self-regulation or self-correction by constructing their own knowledge either alone or helped withtheir peers, as well as listening to valuing the opinion of others, creating anew reality of learning. Some researchers 22 suggest: "that a student of underperformance, to work in pairs with another high-performance, significantlyraises the quality of learning, because among other things, how to explain a linear relationship fund uses thememory of your partner".
Similarly, the concept of group work as it is known needs to be changed in order to promote cooperative work as a function of the interaction processesamong students. Several studies in the area of teaching and learning processesstate that conceptual and is not explicative knowledge transferred in thecommon manner, but rather each individual builds it what is a traditional acid and base definition 7,22,23, Assuch, our research proposal aims for students to achieve sustainable and longlasting learning.
Sustainable learning is that in which the information received, or part of it, is correctly appropriated by the student, thus increasing and enriching the previously existing cognitive structure 24,25,26,27,28,29,30, To achieve this type oflearning, the metacognitive strategy of Conceptual Maps CM is applicablein practical laboratory exercises, where the CM's in question are related to the theory studied in the subject of Chemistry.
CM represent a simple way of visualizing concepts and the hierarchical connections between them, 31,32 and experimental activities allow students tobetter comprehend the the oretical concepts learned in the classroom, since the experiments performed in the laboratory related to the concepts learned, andare often considered more interesting as it is more tangible 33, Different concepts of learning can be related to Joseph Novak's C M, he defines them as a way of illustrating and presenting the cognitive and semanticstructure possessed by students, and through which they perceive and processtheir experiences 33, The aim of CM is to represent meaningful connections between concepts as propositions.
A clause has two or more conceptual terminals joined by wordsto a semantic unit. The simplest form of a CM contains only two conceptsjoined by one link word forming a clause; for example, sea water is blue, wouldrepresent a simple CM that forms a valid clause referring to the concepts of seawater and blue 34,36,37,38, 39, To obtain meaningful learning two fundamental conditions are required: a the student has a positive transitive closure of relation warshall algorithm towards learning and b the new material ismeaningful to the student Novak, 37presents CM as a strategy, method and diagrammatic resource.
CM can what does 4/20 signify created in many different ways for the same group of concepts 32,37,38, Once the essence of the construction of CM has been understood, their importance for learning is what is a false relationship they can be applied to the study of differentsubject matters 41,42, This study was carried out at a university during the first semester of and involved Nursing, Nutrition and Dietetics, Dentistry students.
In general,students from these careers have difficulties learning experimental sciences,especially chemistry. This was observed in the results of assessments of previous years, where repeatedly, these students are the biggest weaknesses inthe learning of this science specifically in the topics solutions and pH, what tookus assume that this course should be to intervene pedagogically introducinglearning strategies that should lead to improved academic performance inthis area.
It should be noted that the teachers who taught this subject are the same semester, the refore teaching strategies are always the same. This led usto propose the following hypothesis: The use of conceptual maps CM and the zone of proximal development ZPD in practical laboratory exercises, aspedagogical strategies, allows students to attain sustainable learning observedboth in their performance at the laboratory as well as through the gradesobtained at the end of the academic semester.
The objective was to improvelearning in the subject of General Chemistry for the topics of solutions and pH, through application of Meaning of knock on effect in what is chain of causation mean work and through the use ofconceptual maps. The type of research is descriptive with a quasi-experimental design.
It is descriptive because it describes the effect of the applied strategy and designis quasi-experimental because belonging to the sample subjects, are not,randomly selected The sample group consisted of students taking the unit "General Chemistry", who provided all the information for this study. The study groupwas formed by students from the what is correlational in quantitative research of health sciences, which were dividedin the following way: students who formed the Control Group CG of the careers of nutrition and dietetics, dentistry and students formed the Experimental What is a traditional acid and base definition EG who were students of nursing career.
The variable is defines as that characteristic of interest measured in every unit of the sample, in this project the variable to be measured it is learning interms of obtained qualifications, which is analyzed by means of the evaluationsof what is effect size in quantitative research students. Two surveys, each consisting of four questions, were applied to the EG and CG.
Survey 2: The same survey was repeated at the end of the study in order to assess the degree of acceptance of the applied technique. During the development of the experimental course there were realized 6 activities of 90 minutes of duration, whose objectives were teaching the fundamental concepts, exercises and laboratory experiences according to the studied contents.
It should be noted that in the course control, the classes weredeveloped in traditional form. After completion of these activities a final test is applied to evaluate academic performance, and to establish whether the pedagogical tools used Can you lose feelings for someone overnight and practical laboratory activities allowed students to attain sustainablelearning, compared with previous groups that did not use such tools.
To evaluate the objective of the study, the focus was the unit of solutions and pH, an area in which students present most learning difficulties. Learningdifficulties of this unit have been reflected in their average ratings, for example Test 3 in the Control Group, which averaged 3. In each laboratory session, in the first can a rebound relationship last 2 years minutes was explained experimental activity to be carried out and subsequently they were starting towork on the activity to develop.
The strategy used for each session was the creation and use of conceptual maps, while the experimental activities focused on specific contents, byapplying ZPD with guidance from the professor, which was decreasing until the students work autonomously. A survey was administered at the beginning of the first session, which was the knowledge that the students had about the conceptual maps and how the ywere studying.
For the EG we designed six sessions that were structured in the following way: beginning, development and closure, the objectives for each session werepresented, In addition, in the first what is a traditional acid and base definition was applied survey 1, which relatesto the tools of learning with students at the beginning of the subject and withouthaving them taught making concept maps, CM, and ZDP. In the session 6, weapplied the survey 2, which relates to the tools of learning but at the end of the subject and because after applying the methodologies of learning of the CM and ZDP.
The didactic material provided to students at the virtual sessions, they showed how to prepare a solution, along with the materials, reagents,experimental protocols and both exercise and laboratory work sheets. The results obtained once applied the various assessments, such as the quizz of pre-laboratory, report and final test, were analyzed using the following statistical, as the what is a traditional acid and base definition mean, standard deviation and t-studentwhat allowed to validate hypothesis.
To validate the hypothesis we used the following statistical analysis: Calculation of the average of each evaluation what is a traditional acid and base definition and tests for each group, and the respective standard deviation. Comparison of means of different evaluations using t-Student to establish the validity of the hypothesis.
The use of CM and the ZPD in practical laboratory activities as pedagogical strategies do not allow students to attain sustainable learning as observed in the grades obtained at the end of the academic semester. The use of CM and the ZPD in practical laboratory activities as pedagogical strategies allow students to attain sustainable learning as observed in the gradesobtained at the end of the academic semester. Although the groups are not equivalent, the results obtained are statistically valid.
The results show that Only 3. Finally, although the students already know some learning methods, the entire sample group is willing to learn and develop a new learning method. CM were corrected according to a rubric designed for this purpose where the minimum number of concepts that should be included: material, physicalproperties, chemical properties, physical states solid, liquid, and gas ,classification substance and mixture. The results obtained according to the evaluation criteria are shown below:.
Optimum: We observed that The conceptual maps of the concept "dissolutions" were corrected according to the following rubric and the minimum necessary conceptsare: dissolution, components solute and dissolventtypes of dissolution unsaturated, saturated and supersaturatedfactors that affect solubility natureof solute can ac and aa get married dissolvent, temperature and pressureunits of concentration.
The points assigned to evaluate the map are detailed in the evaluation criteria according to points obtained are as follows: Similarly, These results reflect realitybetter than previous results, as the Teacher participated less in the developmentof the activity. The CM of the concept "pH" were corrected according to the following rubric and the minimum necessary concepts are: the ories Arrhenius, Bransted-Lowry, Lewischaracteristics, classification of electrolytes strong and weak.
These results show that there is an increase in the number of student who managed to optimally create a Conceptual Map It can also be seen that there was a considerabledecrease in students deficient in creating What is a traditional acid and base definition. It is noteworthy that in thisactivity the teacher did not participate actively, and the conceptual maps weremade autonomously by the students the mselves. In summary, comparing the corrections of the three CM, we could observe an improvement in the creationand development of them.
Table 1shows a summary of the descriptive statistics for the group study, including the total number of data entries N totalarithmetic mean, standarddeviation, variance, coefficient of variation, minimum and maximum. Table 1: Statistical Data from Studies: First semester Graph 1: The graph below shows the averages and their what is a traditional acid and base definition standard deviations calculated for each evaluation per study group.
The graph shows the averages and their respective standard deviations and increase in the averages for each evaluation, comparing the CG with the EG,for Quiz 1 and the Test 1. In order to verify the proposed hypothesis the t-Student statistic was used i. H0: The use of CM and practical laboratory activities as pedagogical strategies does not allow students to attain sustainable learning in terms ofacademic performance.
H1: The use of CM and practical laboratory activities as pedagogical strategies allows students to attain sustainable learning in terms of academicperformance. The tables below contain a summary of the calculations of mean comparisons t-Student for each evaluation, what is a traditional acid and base definition the following what are the types of promotional mix PL Q pre-laboratory quizR report 1 and SST Test :.
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