Abstract

PEREZ-CARDONA, Liliana. The Kitchen as a Strategy to Improve the Teaching of the Concepts of Biochemistry. Rev. Fac. Cienc. Tecnol. [online]. 2020, n.47, pp.127-142. ISSN 0121-3814.  https://doi.org/10.17227/ted.num47-7875.

This deepening experience arises from the need to answer two questions: how to improve the teaching-learning process of biochemistry? And is cooking an effective strategy to improve the teaching-learning process of biochemical concepts? The conceptual evolution of 24 senior students from the El Trébol facility located in the rural area of Chinchiná Colombia is analyzed to improve the teaching-learning process of biochemistry concepts through the application of inter-learning guides according to the new school model. Using the kitchen as a strategy. The methodological approach is qualitative, quasi-experimental, with pretest to identify previous ideas, possible epistemological obstacles and issues with conceptual flaws, the results obtained allow the development and development of guidelines for the applicability and appropriation of concepts, then a questionnaire is implemented final or posttest, obtaining conceptual change, evolution of previous ideas and overcoming some epistemological obstacles found. The main challenge of the teachers of natural sciences lies in the identification of previous ideas that continue erroneously, establishing effective mechanisms for their evolution, to avoid that they become obstacles in the teaching-learning process of other concepts. Developing the strategy allowed to diversify the teaching-learning process, strengthening it and contributing to the application of investigative processes as motivating axes of learning, where chemistry is seen as an everyday and experiential area and not simply rote.

Keywords : teaching-learning; previous ideas; guides of inter-learning; biochemistry; cooking.

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