Pedagogical mediation. Reflection from the teaching of chemistry in secondary education

Abstract

In the process of teaching and learning chemistry in secondary education, obstacles have been identified that hinder the acquisition of meaningful learning, such as the lack of connection between theory and practice, and extensive and complex exercises. For this reason, the purpose of the study is to assess the impact of pedagogical mediation on the learning of chemistry in District II of Managua. The methodological design of the research is based on the interpretive paradigm, the approach is qualitative-quantitative, the type of study is exploratory, and the time frame is cross-sectional. The study population consists of students and teachers, with a sample of 182 students and nine teachers, who were given a questionnaire between July and October 2024. The results show that most students find chemistry interesting due to the teacher’s methodology and its connection to everyday life, highlighting the importance of this discipline for their future profession. In addition, they show that the teaching strategies used by the teacher are Problem-Based Learning (PBL), case studies, concept maps, and presentations. Meanwhile, teachers claim to use case studies, Problem-Based Learning, and practical experimental work, citing content and objectives, group size, and characteristics as factors in their selection. However, 35% of students select difficult and extensive exercises as a limitation in the subject of chemistry, followed by 24% who value the little or no laboratory work as a limitation. Difficulties in learning chemical concepts related to students’ thinking and reasoning and the application of problem-solving procedures were also identified. The conclusions highlight the need to use mediated methodologies with active teaching strategies and technological resources that foster a sense of wonder, participation, reflection, and analysis.