Ludic didactic strategies for meaningful learning in undergraduate students

Abstract

The interest in achieving meaningful learning in undergraduate science students, as well as the emergence of new teaching-learning theories, inevitably lead teachers to generate various strategies that allow them to transfer and create knowledge in undergraduates. In this sense, the objective of this article was to evaluate the implementation of ludic didactic strategies in the learning of chemical nomenclature in undergraduate students, that is, how both variables are related. This research was quantitative and qualitative, descriptive and correlational, cross-sectional and the sample population by convenience of 104 students of the Bachelor's Degree in Pharmaceutical Chemistry and Biology. A measuring instrument with 15 items was used, validated by expert judgment and by means of Cronbach's Alpha Index. Data were analyzed with descriptive statistics and hypothesis testing. The findings show that the implementation of ludic didactic strategies by teachers favors learning in chemical nomenclature in undergraduate students. This contributes directly to the state of the art, although there is an evolution in the teaching-learning theories, there are still knowledge gaps in their applicability for educational benefit.