DESIGN OF A VIRTUAL TOOL TO IMPROVE TEACHING AND LEARNING OF INORGANIC NOMENCLATURE

The main difficulties presented by students in learning inorganic nomenclature basic rules are: a lack of understanding of scientific language, a deficiency of understanding of the representation of chemical compounds and the rules of nomenclature, and memorization. Given the above problems, it is necessary to find strategies to make learning the nomenclature easier topic for students for their performance in the course. The proposed strategy is a Virtual Learning Object (VLO) that captures the attention of students. The VLO uses a metacognition system that will develop the student's skills through the process of reflection, management, and self-evaluation, which will ultimately allow them to acquire autonomy in their learning process. The VLO also includes a review on the epistemological history of the origin of chemical nomenclature, a review of the formulation standards and nomenclature of different functional groups, and enjoyable exercises that applies inorganic nomenclature in everyday life. The VLO is in Spanish, which is important because most virtual tools are found in English which can add many difficulties to Spanish speaking students. The (VLO) was designed for students between the ages of 14 and 17; it is presented by a boy and a girl of mixed race, which is relevant due to the type of population the VLO, was designed for. The VLO includes an introduction, a welcome video, and additional useful tables. It can be considered a full course of inorganic chemistry nomenclature as it has six fully structured independent units. The VLO was subjected to evaluation by a group of secondary teachers to determine their relevance in the following areas: aesthetics, educational and functional. The class sequence with students was planned to include the VLO at different times alternating theoretical concepts, problem solving and the use of the tool.