Enseñanza de la ley periódica a través de una estrategia lúdica: primer ciclo iterativo

Abstract

We present the results of the first iterative cycle of design-based research. The main objective of this cycle was to evaluate a teaching strategy involving a game about chemical periodicity. At the same time, we investigated the influence of different representations of the periodic table, used as boards, on learning the periodic law. The evaluation was conducted in two schools in the Autonomous City of Buenos Aires. The game design and cultural-historical psychology approaches were used as theoretical frameworks. Specifically, we evaluated the game based on its dynamics, and the learning related to the mobilized/developed higher psychological functions. We found evidence that will enable us to adjust game procedures and the overall strategy for the second iterative cycle of research. Throughout the implementation, we managed to recognize indicators of learning.