Integration of an ova for the meaningful learning of stoichiometry in secondary education. Integración de un ova para el aprendizaje significativo de la estequiometría en educación media

Abstract

The teaching processes of stoichiometry constitute a true challenge for educators, as they involve different chemical-mathematical processes that can hinder students' comprehension. In this regard, virtual learning objects represent a suitable tool for integrating technology and enhancing learning processes. The present study aims to implement a learning object [LO] that enables the construction of meaningful learning in the teaching of stoichiometry among secondary education students. It is guided by the quasi-experimental method with a pretest and posttest design carried out in three phases: pretest administration, LO implementation, and posttest administration. The results show improved outcomes in the posttest with greater mastery of concepts such as mass, volume, and molarity in stoichiometric processes, enabling students to theoretically assimilate situations, formulate arguments, and solve problems. It is concluded that teaching stoichiometry through meaningful practices demonstrates an increase in students' interest and motivation. It encourages the critical and objective construction of scientific knowledge in relation to prior knowledge and personal perspective. Furthermore, it enhances understanding and assertive communication of chemical phenomena