Meaningful learning as a methodological strategy for teaching Chemistry and Biology in High school

Abstract

The teaching of Chemistry and Biology at the high school level presents difficulties related to the abstract nature of their content, the predominance of memorization-based practices, and the limited connection between scientific concepts and students’ everyday experiences. The objective of this research was to analyze meaningful learning as a methodological strategy to strengthen the teaching of these subjects among first-year high school students. The study applied a mixed-method strategy using descriptive, non-experimental, and cross-sectional design. The research population comprised 25 students, three teachers, and two administrators at Vicente Rocafuerte Public Educational Institution. The data collection was done through the use of a Likert scale questionnaire, semi-structured interviews, and document analysis. The findings indicated that 72% of the students noted motivation increase from using previous knowledge; 76% appreciated explanations supported with the help of videos, images, and presentation materials; and 68% acknowledged importance of practicing activities. Furthermore, 48% of the students at Vicente Rocafuerte Public Educational Institution reported difficulties in learning Chemistry, demonstrating the need to strengthen the teaching strategies used. The interviews revealed limitations related to the availability of chemical reagents, technological resources, and teacher training. It was concluded that meaningful learning provides pedagogical conditions that promote the contextualization of content, motivation, and conceptual understanding. However, student participation remains an area that needs improvement. Nevertheless, due to the study design, the findings do not establish cause-and-effect relationships but rather reflect perceptions and observed trends.