Estructura y Reactividad del Benceno. Su Enseñanza y Aprendizaje en un Curso Universitario de Química Orgánica

Abstract

Although, knowledge of Organic Chemistry is essential for FFyB graduates, learning about this subject is a problematic issue. By using aromatic compounds and its reactivity as a case, this thesis studied the causes of this difficulty. Through research of scientific knowledge construction, different historical periods showed up in this construction while a human perspective of science, not deprived of conflicts, appeared. The study of the first transposition evidenced that since the 70´s, the knowledge to teach almost did not vary but the nature of science suffered several changes in the analyzed books. In the classes, by using a specially designed new methodology, textbooks showed its influence in the teaching process. The pedagogical content knowledge of the topic prioritizes the teaching of the reaction mechanism over the structure of benzene and entails an important knowledge of context and students’ previous knowledge. About the learned knowledge, it comprehends the resolution of algorithmic tasks and in a lesser way high cognitively demanding tasks due to a saturation of the working memory. Therefore, metacognitive strategies would favour the acquisition of knowledge.