Game of Carbons: a Didactic Strategy to Teach Organic Chemistry in Order to Foster the Inclusion of High School Students with Several Disabilities

ABSTRACT:

This research aims to answer a complex question: how to foster an inclusive education and at the same time to promote the learning of chemistry with young people in high schools. As a possible approximation, we present a didactic strategy with two components: an online social game jointly with a narrative based on a popular television series. The validation of such strategy was carried out in a Colombian educational institution with 69 students with an average age of 16 years and from which 22 had some type of disability. The results obtained show an academic performance that is higher in those students who used the game compared to those who did not. At the same time, they showed a more positive attitude towards the classroom methodology, the interaction with their classmates, as well as greater confidence in their learning process.

KEYWORDS:
Chemistry; Inclusive education; Games