Resumen

ACOSTA, Morella. Advance organizers: A teaching strategy for achieving significant learning. Rev. Fac. Ing. UCV [online]. 2010, vol.25, n.3, pp.07-65. ISSN 0798-4065.

In the course General Chemistry II, Faculty of Engineering, University of Carabobo, a traditional teaching methodology is used, which consists essentially of a repetition of concepts, definitions and theories. The main problem with this type of instruction is that students do not learn effectively, because when they are repeated only for knowledge of the evaluation processes, the result is low academic performance. In contrast to this situation we present as an alternative in the constructivist approach a student active in the educational process, which imposes a significant learning that enables the student to be linked to their environment. The objective of this study is to determine the effect of the use of advance organizers as a methodological strategy of education for achieving significant learning in the performance of students in General Chemistry II, Faculty of Engineering University of Carabobo. The study is a quasi-experimental, and was developed by two groups, one experimental and one control, with pre-test and post-test. Once the sample is selected, the advance organizers were applied to the experimental group to examine the effect of the treatment. Then the respective results were compared using student “t” test. The hypothesis test accepted the alternative hypothesis of the study, concluding that the implementation of advance organizers as a teaching strategy for achieving significant learning positively influenced the performance of students in General Chemistry II.

Palabras clave : Traditional education; Constructivism; Significant learning; Advance organizers; Academic performance.