Didactic methodology with an integrative learning approach for the conceptual understanding of chemical bonding

Abstract

Introduction: This paper proposes the design of a Didactic Methodology with an integrative learning approach to enhance the conceptual understanding of chemical bonding among students in the Chemistry Education program at the University of Oriente. Materials and methods: The research employed a mixed-methods approach, using a non-experimental, descriptive-diagnostic study with eight fifth-year students, utilizing theoretical, empirical, and mathematical statistical methods. Results: The study revealed a fragmented understanding of the subject matter, with a basic grasp of bond classification but difficulties in integrating different levels. The concept was structured into three representational levels, its articulation was designed in a six-phase iterative cycle, and its transfer to pedagogical practice was operationalized. Discussion: The results validate the relevance of the proposed methodology for transforming fragmented understanding, ensuring conceptual comprehension from a holistic perspective, and facilitating its transfer to pedagogical practice. Conclusions: It is concluded that the proposed Didactic Methodology is relevant and viable as a flexible framework for action to promote the conceptual understanding of the chemical bond in a causal, dynamic and predictive way.