Estrategia didácticas iberoamericanas para la enseñanza de la tabla periódica

Abstract

The article introduces a review of strategies for teaching the periodic table. The review analyzed 37 articles published in Spanish and Portuguese in Iberoamerican journals. Findings showed five groups of strategies. Playful-based strategies were, by far, the most commonly presented. Context-based strategies, and inquiry and modeling-based strategies, represented a far distant second and third groups, respectively. Reading and writing-based strategies formed a minor fourth group. Finally, a fifth group of strategies relied on analogies and conceptual maps. The use of strategies mostly looked for helping students to get used to the periodic table, and it didn´t look for students to learn the idea of periodicity. Additionally, strategies employed the traditional periodic table. Findings also showed the application of a majority of the proposals in a real class setting. However, students´ satisfaction with the strategy was the main factor considered for assessment. A few assessments took in account how strategies influenced students’ learning.