La enseñanza de la Química a través de la gamificación para un aprendizaje significativo

Abstract

Currently, chemistry is typically taught using a traditional approach that is not very accessible and is limited to the classroom environment, making it a conservative method. In response to this problem, this article proposes the application of gamification strategies with second-year high school students at the María Auxiliadora Quito private school. Gamification is understood as a didactic strategy that systematically incorporates game elements and dynamics into the educational process, supported by specialized theoretical frameworks. The overall objective is to teach chemistry through gamification in order to promote meaningful learning. The methodology of this research is quantitative and descriptive, with a pretestposttest design without a control group, using instruments such as observation sheets and comparative analysis of grades before and after the intervention. The results show an improvement in students' understanding of chemical concepts and academic performance, leading to the conclusion that gamification is an effective didactic strategy for promoting meaningful learning.