An alternative proposal for the didactic planning of a chemistry course

Abstract

In the search to improve teaching, didactic planning is a key pillar to arrive at a pedagogical design based on constructivist principles that improve the learning of disciplinary contents and their application by students. The transition from a traditional face-to-face course to a course focused on student learning requires a rethinking of teaching planning, learning activities and assessment methods. In this sense, the alternative pedagogical design of a general chemistry course in science and engineering is proposed, where students assume responsibility for their learning. One of the biggest challenges is to ensure that the learning acquired during the course is reflected in the increase in passing rates.