Fundamentos históricos y filosóficos de una estrategia lúdica para la enseñanza de la ley periódica

Abstract

The objective of this work is to elaborate a new version of a game used to teach periodic law. To accomplish this, it is necessary to make some decisions regarding two equally important aspects: the need to define what is to be taught about the disciplinary content, and to improve the mechanics of a game, which already has two previous versions. Aiming to decide the approach to teach, we searched the historical milestones from which the concepts: element, atom, periodic law, and periodic properties, underlying the representations of the law were modeled. Then, an analysis was carried out from the epistemological and ontological dimensions that allowed us to define which would be the periodic properties used in the game. The intention was to propose an approach that prioritizes chemical theories and models over physical ones without forgetting the contributions of this discipline that could facilitate the definitions and understanding of the concepts. Regarding the periodic tables to be used as game boards, the aesthetic sense of the idea underlying the different representations was defined as a selection criterion. Concerning the development of the new game mechanics, it was modified so that learning takes place during the game and not only at a later stage.