Didactic Strategy for Learning and Teaching of Functional Groups in High School Chemistry

Abstract

With the aim of improving the teaching and learning of chemistry functional groups, a didactic strategy was designed based on real-life situations. This strategy was used at the high school level, in the subject of "Chemistry II." One group of students was taught functional groups using interactive board software through different dynamics (experimental group), and another group was taught traditionally (control group). Learning was evaluated through a series of questions, exercise solving, and scientific problems. Results indicate that the group of students in which the interactive board software was used achieved higher learning levels in comparison to the control group, which was traditionally taught.