ПРИМЕНЕНИЕ ТЕОРИИ ДЕЯТЕЛЬНОСТИ А.Н. ЛЕОНТЬЕВА В ОПРЕДЕЛЕНИИ И СТРУКТУРИРОВАНИИ ЭКСПЕРИМЕНТАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ПО РЕШЕНИЮ ЗАДАЧ В ПРЕПОДАВАНИИ ХИМИИ

Abstract

Background. Traditional ways of developing practical work in chemistry classes mainly focus on providing narrow relations between theory and practice, following scripts without refl ections on meanings for proposed actions, among other features. To improve chemistry learning, we propose a new model based on Activity Th eory (AT), considering a Scheme for a Complete Orienting Basis of an Action (SCOBA) to guide experimental activities towards developing the students’ chemical thinking and creativity. Aims. To propose a model based on the Activity Th eory proposed by A.N. Leontiev to guide experimental activities directed to problem-solving situations and promote structured and creative learning in chemistry teaching and learning. Methods. A formative experiment involved 23 fi rst-year undergraduates (median age 19 years) in a General Chemistry discipline of a mechanical engineering course at a Cuban university. Th e formative experiment consisted of an initial diagnosis to guide the elaboration of models (SCOBA) to develop fi ve experimental activities during the classes. Data were collected from classroom observations focused on using the proposed model by the undergraduates and written text elaborated by them as they were executing actions in the experimental activities. Data analysis considered three levels of performance by the undergraduates, which suggested the quality of learning for them: correctly (I), partially (II), and incorrectly (III) supported by SCOBA. Results. We found an increasing percentage of undergraduates who correctly perform the experimental activity (EA) based on the established model for the activity (SCOBA), from EA2 to EA6. Considering that the SCOBA is elaborated to facilitate learning from the integral actions, this result suggests most undergraduates gradually reached a good appropriation of the chemistry contents related to the experimental activities (86.9% in Level I at EA6). Progressively, the undergraduates showed greater awareness, motivation, and independence for the experimental activities, improving productive social interactions, between pairs and with the instructor, during the classes. Conclusions. Th e fi ndings showed the potential of the organization of experimental activities based on the Activity Th eory as an innovative proposal for more effi cient teaching in professional training. Bringing together the problem-solving strategy as an experimental activity, developed under a basis of orientation for action, the students are given the possibility to engage consciously and creatively of solving problems, exploring, and deciding, being motivated protagonists of their learning.