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Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Actually the cuban higher education, it's called to change the traditional forms of evaluation towards methods, that involve content integration, therefore in this word, was presented a didactic method to evaluate the topic of biomolecules by integrate seminar in the subject of Organic Chemistry; with the objective of apply evaluation method that allows the integration of contents, applicable to the chemical industry for the topic of biomolecules, for the achievement of this objective a seminar guide was designed, the students must search of scientific articles and specialized bibliography, through teamwork, integrating the contents received in the subject, emphasizing it's application in the industry through the identification of impacts and finally will make the oral presentation; In this work a criteria survey was carried out, with the application of surveys to 98 % of the students who received the course, 97 % of the students interviewed considered that the method allowed them to enter into the technical language appropriate to their training, being pertinent and convenient its application during the undergraduate training in several subjects. This evaluation method showed a way to integrate the content of the subject, in an applicable and didactic way, facilitating the understanding and application from an industrial profile, providing useful tools for professional performance. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía Profesional is the property of Universidad de Ciencias Pedagogicas "Enrique Jose Varona" Facultad de Ciencias Tecnicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of the work presented is the implementation of a system of exercises and seminars that contribute to the integration of knowledge in Organic Pharmaceutical Chemistry for students of the first and second years of the Pharmaceutical Sciences career of the Universidad de Oriente, which allows them to become familiar with the resolution of problems related to their profession. Theoretical and empirical methods were applied in the research. The study was carried out from the 2019-2020 to 2021-2022 academic year. The results obtained demonstrated the need to continue with the systematization of this type of teaching activities, not only to achieve a greater acquisition of knowledge, but also integration and motivation on the part of the students. The implementation of this system of actions contributed to the integration of knowledge within the Organic Chemistry discipline itself and that contribute to subjects that the students will later receive in the career. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education with online tech tools during the pandemic caused by covid-19 was the principal alternative due the restrictions worldwide, and its insertion required models that made them more efficient. The aim of this research was to know the effectiveness of the TPACK model making use of ICT in the teaching-learning process of the subject Chemistry II in upper middle level, during the contingency. It was a quasi-experimental study with A-B-A design, involving 152 fourth- semester high school students from a public institution, distributed into four experimental groups in which an educational program was implemented. Three tests were designed and validated by expert judgement, with a = .91, .92 and .93, and were applied as a pre- and posttest. The educational program was developed in the TPACK model, using ICT. The data were analyzed through the student's t-test and showed improved performance of the participating students after the intervention. An innovative design of instruction was generated with the TPACK model, which demonstrated its effectiveness for the insertion of technology for teaching that can be generalized to the instruction of other chemistry topics in high school. [ABSTRACT FROM AUTHOR]

The teaching of the Organic Chemistry for the career of Pharmaceutical Sciences of the Universidad de Oriente is sustained in relationships interdisciplinary and interdisciplinary con it bases on its principle rector: relationship structure-property-applications. The present work shows the results obtained of implementation of integrative seminars in the Pharmaceutical Organic Chemistry I and Chemistry Organic Pharmacist II for a bigger contribution in the pharmaceutical professional's formation. The methods were used: historical-logical, system focus, analysissynthesis, inductive-deductive and specialist criterion. Abilities related with the profession are shown, expressed in the analytic programs of each subject, their correspondence with the seminars and the results reached with this class type during the courses 2018-2019 and 2019-2020. The integration of the contents of the Pharmaceutical Organic Chemistry was achieved I and II, as well as with other subjects of the career, being demonstrated the narrow linking between the Organic Chemistry and the pharmaceutical specialty. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Victor von Richter (1841-1891) was one of the important chemists of the second half of the 19th century. The purpose of this paper is to familiarize readers with the important events in the life of Richter and his writing activities, in particular with his chemistry textbooks for higher education, well-known in different countries. In addition, his research activities is briefly described, and especially the chemical reactions named after him. [ABSTRACT FROM AUTHOR]

The usage of augmented reality (AR) in the process of Organic Chemistry Teaching-learning it´s considered as an innovation in didactics of this type of content and an opportunity area for the known education 4.0. The aim of this article was to evaluate learning in Organic Chemistry in High school students' trough the usage of AR. A mixed focus was used, using a rubric as principal tool for the evaluation of the augmented reality projects designed trough HP Reveal®, such as a quiz that allowed to evaluate Specific learning on the students. The results showed a mean grade of 8.3/10 on the augmented reality projects, the mean obtained on the quiz was 7.94/10. As a conclusion manner, the usage of AR projects in high school students improves learning conditions in the domain of Chemistry trough the identification of formulas and organic compounds. [ABSTRACT FROM AUTHOR]

With the introduction of curricula E, in the pedagogical careers, research activity is connoted in the professional models of these university careers. This work aims to socialize the results of the application of the integrative research approach, which has as logic the relation construction-integration-creation, in laboratory practices of the subjects Physical Chemistry and Organic Chemistry with students of careers Degree in Industrial Chemistry Education, and Chemistry, respectively. As theoretical scientific methods, analysis - synthesis and induction - deduction were used to process the information associated with the subject and the results obtained, as well as to draw conclusions. As empirical methods, the group interview to teachers was used to decide about the viability or not of the proposal, as well as the systematic observation of the preparation, execution and discussion of the results of these experimental activities developed by the students. The results of the observation were collected in a systematization register. [ABSTRACT FROM AUTHOR]

Copyright of Lámpsakos is the property of Fundacion Universitaria Luis Amigo, Facultad de Ingenierias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The generalization, integration and application of concepts and laws of the Organic Chemistry constitute a problem for students of careers of Biology, Chemistry and Pharmaceutical Sciences of the Universidad de Oriente, given the used methods don't stimulate the cognitive activity. In this paper conceptual maps were made, those that include fundamental concepts of the Organic Chemistry and the relationship structures of organic substances - chemical properties, were used in conferences and practical classes. The used methods were: historical-logical, analysis and synthesis, inductivedeductive and specialists' approach. These maps allowed to develop the teachinglearning process satisfactorily, generalization and integration of knowledge, a more appropriate preparation of the students and development of abilities in the resolution of integrative problems according to the specialty, demonstrated by the academic results reached in the courses 2016 - 2017 and 2017 - 2018, being contributed this way to the achievement of a significant learning. [ABSTRACT FROM AUTHOR]

En este artículo se presentan los resultados obtenidos a partir de la aplicación de la unidad didáctica "Aprendamos Química con el Aloe vera" (Martín, 2017). Esta unidad didáctica se diseñó para la enseñanza- aprendizaje de las funciones orgánicas oxigenadas mediante el análisis cualitativo del producto obtenido de la planta de Aloe vera, estructurada bajo el enfoque del aprendizaje cooperativo -colaborativo, el cual permite organizar las actividades dentro del aula en equipos de trabajo generando la apropiación de roles en el desarrollo de las actividades, de tal forma que los estudiantes busquen cumplir determinados objetivos comunes. La unidad didáctica relacionó la enseñanza teórica - práctica de la química orgánica involucrando el estudio de la plantas, específicamente el Aloe vera. Esta unidad didáctica permitió generar un cambio conceptual y un aprendizaje significativo de los estudiantes, siendo una estrategia para la enseñanza de la química orgánica y los grupos funcionales oxigenados. La metodología desarrollada motivó a los estudiantes al trabajo en equipo, al aprendizaje de la química y permitió establecer en los estudiantes competencias científicas como la indagación. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Aprendizaje en la Educación Superior is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research focuses on implementing integrative teaching tasks from the Basic and Organic Chemistry in the Veterinary Medicine career and Zootechnics. A longitudinal and retrospective descriptive study was carried out between September 2013 and January 2017 in the Faculty of Agricultural Sciences at the University of Camagüey "Ignacio Agramonte Loynaz". The analysis of documents, the scientific methodological work, the evaluation of the feasibility of the design of the tasks by the criterion of experience teachers and survey of the first year students were among the empirical methods used. It is concluded that the design of the integrative tasks from the Basic and Organic Chemistry program shows potential for students to integrate knowledge with Basic Biochemistry, Biochemistry and Metabolism, Animal Nutrition, Hygiene and Food Safety and Public Health and Pharmacology and Therapeutics. [ABSTRACT FROM AUTHOR]

Copyright of Revista Virtual Universidad Católica del Norte is the property of Revista Virtual Universidad Catolica del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper shows the use of concept maps as a teaching strategy to improve the understanding of the content of Organic Chemistry at the students of Radiochemistry Specialty. The experience was developed during five consecutive courses in the third-year groups. The students were organized into pairs. As a result were observed as the main difficulties the confusion among members of different chemical families, the wrong choice of different reaction mechanisms and improper hierarchy at the time of making concept maps. However, the seminars were successful. Despite the mistakes the students could establish relations of the two subjects globally and included in the maps all the families of compounds interrelated. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe the realization of integrative seminars between subjects Organic Chemistry and Preparation for the Defense in the group of third-year Radiochemistry Specialty in the InSTEC. The experience was developed for 5 consecutive courses. As a result, two seminars each year, where students presented the results of his visits to the Department of Defense of InSTEC and the Executive Center of the National Authority for the Non-Proliferation of Chemical Weapon were performed. The seminars were titled "Organic chemical compounds used as weapons of mass destruction and of interest to the defense of the country" developed with the InSTEC Department of Defense and "Compounds of organic chemistry precursors of chemical weapon" developed in the CEANPAQ. A high level of independence of the groups was observed in the organization of visits, search and review of information and class presentation of results oriented activity. This experience also led to the strengthening of ties of teachers and specialists of the parts involved. [ABSTRACT FROM AUTHOR]

Copyright of Avances en Ciencias e Ingeniería is the property of Avances en Ciencias e Ingenieria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this work it wascarried out the design of a virtual space to favour the acquisition of knowledge, abilities and values, in the learning process of the subject Biological and Chemical Elements III (Organic Chemistry), through the application of the Information and Communication Technologies. The virtual space designed (website) has an adequate level of profoundness in the science, and with an attractive elaborated design that guides the students in the autolearning, for which were elaborated all the necessary educational materials, in digital format for the autopreparation of the students, and a digital library that offers facilities for the management of scientific information, that has a great number of referencies with more than the third part on full text. The creation of the virtual space in the subject will not only improve the quality of the study activities of students, but also it will help them to develop habits and abilities in the use of Information and Communication Technologies, even useful for their future professional role. [ABSTRACT FROM AUTHOR]

La evaluación final de una asignatura debe adquirir un carácter todavía más cualitativo e integrador, debe evaluar además de conocimientos y habilidades adquiridos por los estudiantes, su capacidad para integrarlos, sistematizarlos, aplicarlos y generalizarlos. Constituye un reto hoy en la Educación Superior Cubana el hecho de que la evaluación debe acercarse cada vez más a la forma de actuación del profesional. Teniendo en cuenta lo anterior este trabajo muestra una valoración acerca de la nueva concepción del examen final de la asignatura Química Orgánica III que se imparte al 4to año de la carrera de Licenciatura en Química. El estudiante debe planificar la obtención de una sustancia orgánica, debe seleccionar entre diferentes procedimientos de síntesis el más adecuado, por sus aspectos técnicos, económicos y de protección del medio ambiente. Debe poder caracterizar la estructura de sustancias mediante la medición de magnitudes físicas, la observación de propiedades químicas y químico-físicas, acercándose así a la forma de actuación de un Licenciado en Química en el campo de la síntesis orgánica. Los resultados obtenidos en los dos cursos en que se ha aplicado esta forma de examen final han sido satisfactorios pues se ha logrado una mayor integración de conocimientos dentro de la disciplina Química Orgánica, y con otras como la Química Física y la Química General, una mejor aplicación de las estrategias de computación y de educación ambiental, un mayor acercamiento a la forma de actuar de un Licenciado en Química y un aumento en el porciento de promoción y en los índices promedios del grupo de estudiantes. [ABSTRACT FROM AUTHOR]