Mediación pedagógica del docente en la enseñanza de mol y cantidad de sustancia

Abstract

Through qualitative, descriptive research within an interpretive paradigm supported by mixed methods, the research was developed with the intention of understanding the pedagogical mediation of teachers during the teaching of mole and quantity of substance in the fourth year of General Secondary Education. The informants were two Chemistry teachers from an Educational Institution of the Campo Elias municipality, Merida state, Venezuela. Through non-participatory observation and self-administered questionnaire, it was concluded that there is no adequate pedagogical mediation on the issues despite using strategies to activate previous knowledge and solve problems, there were no strategies that established bridges between the known and the new to know, leaving an abyss in the apprehension of knowledge.