Didactic strategy for the use of virtual learning resources of chemistry in the first year of high school

Abstract

In the words of Flores, et al., (2017), didactic strategies serve as an educational tool that enables the process of organizing teaching. This research aims to promote the importance of didactic strategies for the use of virtual learning resources for Chemistry. Those involved in this study are teachers and students of the first year of high school of the Dr. Bruno Sánchez Carreño Educational Unit of the city of Portoviejo, The methodology is qualitative and descriptive with non-experimental design. The techniques used to collect the information were, the interview with teachers of the subject of Chemistry, the observation of the class with the presence of 32 students and the corresponding bibliographic review, based on scientific concepts to consider the following dimensions: Didactic strategies, Information and communication technology (ICT), Virtual environments in education, ICT and teachers who teach the subject Chemistry, The problems in the teaching and learning of Chemistry, Same in everyday life. The result of the diagnosis determines weaknesses in teachers for the use of virtual teaching-learning resources of Chemistry and therefore learning difficulties in students. This study is offered as a contribution to better conduct the teaching-learning processes of the subject of Chemistry. This work highlights the importance of education, training of teachers as educational actors and commitment to the educational community with a sense of relevance.