LA CARGA TEÓRICA DE LAS PREGUNTAS EN LA ENSEÑANZA DE QUÍMICA ORGÁNICA II

Abstract

This paper presents a pedagogical approach on the subject Organic Chemistry II for the courses of study of Biochemistry and Degree in Chemical Science in the University of Morón. Its aim is to submit students to a ten-question questionnaire which involves metacognitive activities which might require them to resort to Computational Chemistry, using the Gaussian 0,9 W Revision, C0.1 and/or similar software. These questions, corresponding to unit I of the program of contents of said subject matter: unified treatment of nucleophilic and electrophilic substitution based on charge development on the reaction intermediate, whose aim is to stimulate the student´s reflection as well as the key access to comprehension. They are designed on the base of long-term learning strategies and are to be worked on in reduced groups. We believe this working scheme will favour student´s active rol of learning through a process that will be improved by collaborative group work.

Keywords

• hermeneutic questions
• computational chemistry
• long-term learning
• organic chemistry