Didactic intervention for stoichiometry learning in undergraduate students
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Abstract
Due to the lockdown between 2020-2021 caused by the pandemic COVID-19, online mode learning was suddenly implemented at all levels of Chilean education, and in 2022, educational establishments returned to face-to-face mode, with concern about students’ academic performance. Stoichiometry is a complex subject to teach due to the abstract thinking needed, and especially for first-year undergraduate students, could be a challenge due to solving problems they must organize data, and use a logical sequence to give a correct answer. Using a table to order data, and a flowchart to give a logical sequence of thinking, we support students in stoichiometry in solving problems with an increase in their academic performance. An improvement in stoichiometric problem-solving performance was observed from 3% to 58%.
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