The use today of conceptual maps and cognitive maps of algorithm for the teaching of chemistry in 5th grade of the secondary level. Case: Nomenclature of Hydrocarbons

Abstract

Chemistry is an area approached from the natural sciences in the Dominican curriculum, in it chemical content such as nomenclature of hydrocarbons. It was proposed to implement the strategy of the conceptual map and the cognitive map of the algorithm in the learning of the nomenclature of hydrocarbons at the secondary level. A descriptive, field, non-experimental, research-action research is presented. The analysis units were 16 5th year high school students. The data collection techniques and the research instrument, the survey and the observation guide. 6 interventions were carried out, starting with the diagnosis and later the execution of the plan in the classroom. Diagnosing that the students find the study of the nomenclature of hydrocarbons interesting, although they find it difficult to relate the new knowledge with what they already have, the use of concept maps by teachers is sometimes and the strategy of concept maps is good for The learning. Once the plan was started, it turned out that the students have problems with the classification in the case of aromatics since 5 of the students who participated in the activity placed acyclic instead of aromatic, they did not perfectly master this part of naming the compound that was 3- ethyl-2,4-dimethyl-hexane, advanced in the plan, a better command was evidenced, the students learned that they are unsaturated hydrocarbons, they worked with the cognitive map of the algorithm with the compound 5-ethyl-4-methyl-2-heptino . It is concluded that when implementing the strategy of the conceptual map and the cognitive map of the algorithm in the learning of the nomenclature of hydrocarbons at the level secondary, students manage to achieve significant learning of these chemistry contents that were addressed through the execution of an action plan.