Teaching Chemistry: A Comprehensive Analysis of Virtual Simulators as Pedagogical Tools

Cardoza Sernaqué M.A.; Alba Callacná R.A.; García Farías V.A.; García Salirrosas L.M.; Gutiérrez Ulloa C.R.; Yliana Gilma F.A.C.; Alfaro Zavaleta Y.L. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2025) · DOI: 10.18687/leird2025.1.1.1012

Resumen

The objective of this research is to design a laboratory program (LP) for Energy Engineering students at a public university in Ancash. The methodology used is a qualitative, propositional approach, based on the development of sessions under the Problem-Based Learning (PBL) model. This approach is based on diverse epistemologies such as constructionism, complexity epistemology, critical rationalism, pragmatism, and experiential knowledge. The LP is structured in four main phases: planning, execution, evaluation, and formative feedback, which guide the teaching-learning process. Furthermore, the laboratory strategy is developed through five didactic moments: Experiment: Application of the topic using prior knowledge and appropriate materials and instrumentation. Problematize: Reflect on students' prior ideas to define the problem and the problematic situation to be addressed. Analyze: Identification of the problem variables, decomposition, and establishment of relationships for their generalization. Discussion: Analysis of the results obtained in the previous phase, encouraging the exchange of ideas and solutions. Achievement: Explanation of the observed phenomenon, consolidating the knowledge acquired through problem-solving. This program is designed to foster critical, reflective, and collaborative skills in the training of future engineering professionals. © LEIRD 2025.All rights reserved.

Instituciones: Universidad Nacional de Trujillo; Universidad Nacional Pedro Ruiz Gallo; Universidad San Ignacio de Loyola; Universidad Nacional del Santa; Universidad César Vallejo