Análisis comportamental del paradigma ecológico como estrategia didáctica en el aprendizaje de la nomenclatura inorgánica.

Abstract

The educational process takes from the observations given in each of the situations that are lived every day in the classroom in the region of Puerto Santander determine the impact and effects on chemical language learning; It is therefore that this research can establish and develop teaching strategies from the ecological paradigm leading to demonstrate learning of inorganic nomenclature in the tenth grade students of the educational institution Puerto Santander. A qualitative approach is given to a process of Participatory Action Research (IAP). The results determined the categories of ecological paradigm: microsistémico teaching strategies helped strengthen the values and understanding of the chemical language; by the interaction of teacher student-cognitive building toward critical, reflective and social thought occurred. The mesosystem, the interrelations of dyads provide motivation for the development of scientific knowledge. Although he could see that the parent does not make the school accompaniment which affects student learning. The exosystem, contributes to promote leadership abilities and skills challenges of society that make up the macrosystemic order. It was possible to establish the relationship of the ecological paradigm teaching strategies for students to contextualize the learning of inorganic nomenclature also it was found that should be encouraged to model the classroom from another perspective, should not be confined in this space but rather encompass any environment education community with its natural predominance in order to open doors for the development of knowledge in understanding situations that result in the thematic process problems that Prepare toward resolving social conflicts and thus be alternative solution to what is reflected today. In addition, ecological management in the development of knowledge of the interrelationships of the environment underpins the position of the experiences in the classroom, and strengthening values and work of human dimensions as a contribution to the global society we live in today.