Didactic strategies with synchronic and asynchronous activities in the learning of inorganic nomenclature

Abstract

Didactic strategies applied in the teaching-learning process are mechanisms that allow students to take advantage of the knowledge imparted by the teacher and demonstrate absolute mastery, even more so, in times of pandemic when classes are virtual. Therefore, an investigation was carried out with the objective of implementing didactic strategies with synchronous and asynchronous activities for a better learning of the nomenclature of inorganic chemistry. The methodology used was quasi-experimental, with a quantitative approach and a descriptive, correlational and explanatory scope; 83 students from the first year of bachillerato at Unidad Educativa Baños  were applied a survey using the pre-test and post-test scheme. The results were analyzed with descriptive statistics, Chi square and correlation, It determined frequencies of never, few times and moderately (35.58, 52.88 and 14.54%) on the knowledge of the nomenclature of inorganic chemistry.  These values changed significantly after applying the didactic strategies with synchronous and asynchronous activities, showing in the post- test that 11.40% are on the medium scale, almost always 37.33% and always 51.27%. It is concluded that the didactic strategies improved the level of knowledge of the nomenclature of inorganic chemistry.