Gamificación como proceso de enseñanza aprendizaje en estudiantes con NEE del bachillerato en la asignatura de Química

Abstract

Abstract: This research work analyzed gamification as a methodological strategy in the chemistry teaching-learning processes with students with Educational Needs Specials associated with intellectual disability in high school, in the Educational Unit Margarita Cortes, bibliographic information related to the use of the Gamification in educational processes and the advantages of applying it in the development of abilities and skills with students, a survey was applied to 15 students with ID, together with their legal representatives and 7 chemistry teachers, the results allowed the possibility of applying this strategy, since more than 50% of the teachers mentioned having used gamification during teaching processes, and are predisposed to replace methods traditional for modern, students want to work with gamification, because they It will allow them to learn in a fun way, bring them closer to teachers, and they interact better with their peers. The proposal aims to apply active PBL and Gamification methodologies in the chemistry subject, promoting the use of technological tools and equipment to motivate the active participation of DI students.