Game of carbons: A didactic strategy to teach organic chemistry fostering the inclusion of high school students with several disabilities

Abstract

This research aims to answer a complex question: how to foster an inclusive education and at the same time to promote the learning of chemistry with young people in high schools. As a possible approximation, we present a didactic strategy with two components: an online social game jointly with a narrative based on a popular television series. Th e validation of such strategy was carried out in a Colombian educational institution with 69 students with an average age of 16 years and from which 22 had some type of disability. Th e results obtained show an academic performance that is higher in those students who used the game compared to those who did not. At the same time, they showed a more positive attitude towards the classroom methodology, the interaction with their classmates, as well as greater confi dence in their learning process.