Abstract

HURTADO OSORIO, Gladys Elena. Active teaching strategies in learning problem-solving in chemistry. The influence of students' cognitive style. Rev. Fac. Cienc. Tecnol. [online]. 2016, n.39, pp.31-51. ISSN 0121-3814.

This paper shows the results of a pilot study on the incidence of two didactic strategies: Teaching for Comprehension (TFC) and Problem Based Learning (PBL). The strategies studied were analyzed in the interaction with the cognitive style in the field dependent/ Independent in secondary school Chilean students by using pos test analysis. The study was carried out with 27 2A mid students and 28 2B mid students from Helena Bettini School in Santiago de Chile city. The research methodology involved the application of a cognitive style test (DIF), the strategies application in the Didactic Unit of stoichiometry and the application of a post-test which contained six stoichiometry problems. The obtained results were processed statistically; they allowed the researchers to conclude that there is not a meaningful relationship between the applied strategies and the cognitive style (DIF).

Keywords : Didactic teaching strategies; problem-based learning; teaching for understanding; learning achievement; field dependence-independence (FDI) cognitive style.

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