The use of contextualization through experimental demonstrations to improve the future teachers' perception and attitude towards Chemistry

Abstract

The educational research that we introduce here has as a major objective to change the attitude and perception of future teachers towards chemistry. For this purpose, a test was used including assessment questions (Likert scale) before and after the intervention in the classroom to evaluate if there was an improvement in the students' perception and attitude towards chemistry. In order to change this attitude, it was decided that the didactic content of chemistry would be address through experimental demonstrations that contextualized the aforementioned content. Additionally, tools based on the constructivist theory of learning were used, such as the conceptual map and the V diagram, which enhance meaningful learning. The results obtained were very satisfactory, since the students' attitude and perception improved considerably after carrying out the proposed didactic activity.