El juego como estrategia lúdica para fortalecer el aprendizaje de la química en bachillerato

The research addresses the issue related to the difficulties in teaching chemistry at the Unidad Educativa Mariscal Antonio José de Sucre, where traditional methodologies prevail, thus limiting students' active participation and conceptual understanding. In this context, the guiding question was posed: How can games, used as a playful strategy, strengthen the learning of chemistry in first-year high school students? The objective was to propose the use of playful strategies to transform the teaching-learning process. A mixed-method approach was used for the study, with a non-experimental, cross-sectional design. The sample consisted of 73 students and one chemistry teacher. Surveys were conducted with the students, and interviews were carried out with the teacher to collect information about the methodologies applied and perceptions regarding the use of games as a pedagogical tool. The results indicated low levels of active student participation and a predominant use of traditional strategies, such as dictation. Additionally, the teacher acknowledged that a lack of resources limits the application of innovative methodologies. However, both students and the teacher expressed a positive perception toward the implementation of games to enhance learning. As an improvement proposal, a set of educational games adapted to the context was designed, aiming to foster the understanding of complex concepts, promote collaborative work, and increase student motivation.