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Chemistry Education 2018 Journal of Organic & Inorganic Chemistry
ISSN: 2472-1123 Page 49
August 27-28, 2018
Zurich, Switzerland
8th Edition of International Conference on
Chemistry Education
and Research
It iswell-known that students tend to find problemswhen learning
the formulation and nomenclature of inorganic chemical
compounds. They assume their study as the memorization of
a set of particular rules, which will vary according to the type of
nomenclature and the family studied; instead of approaching this
task as a global study with a certain number of particularities.
As a result, students presumably end up memorizing an
endless number of concretions, in very few cases reasoning.
The search for a solution to this issue would be appropriate,
since the negative predisposition of students to the study of the
formulation and nomenclature of inorganic chemical compounds
could be changed, making it more attractive, interesting and
motivating. Likewise, creating a relaxed and calm environment
in the classroom would foster that students fearlessly express
their difficulties. In this vein, implementing the use of cooperative
structures would facilitate other competences acquisition.
Therefore, this didactic approach is based on cooperative
learning, since the Jigsaw technique is used. Students will
assume the role of members of the IUPAC (International Union of
Pure and Applied Chemistry). Then, this proposal also falls within
the scope of contextualized collaborative learning, since students
can somehow connect with their daily experiences and assume
a role during the teaching-learning process, in which the teacher
would be the promoter of the teaching while students set the
pace. In conclusion, the main aim of the present paper is to find a
way to revert the sometimes tedious process of memorizing the
formulation and nomenclature of inorganic chemical compounds
and make their study more interesting for students through
a methodology that enables them to play an active role in the
process and learn from each other.
Biography
Jiménez-Martínez has completed her PhD in Food Technology in the Uni-
versity of Murcia. She earned her chemistry degree from the University of
Valencia. Additionally, she received her master’s degree on industry and
chemical research, having specialized in analytical chemistry, from the Uni-
versity of Santiago de Compostela. She has also worked as a chemist in
two research projects: one of them on neonatal screening and the other on
ultrasound technology for winemaking. She is currently studying a master’s
degree in teacher training at the Catholic University of Murcia. Santiago
López-Miranda has 14 years of teaching experience at the UCAM Univer-
sidad Católica de Murcia, as a professor of mathematics and physics. Be-
sides, he has 6-year experience in themaster’s degree in teacher training. He
has also participate in numerous teaching innovation activities, especially
related to online teaching.
Learning the nomenclature and formulation of inorganic
compounds with jigsaw cooperative learning method
Jiménez Martínez, María Dolores and López Miranda González
Santiago University Catholic of Murcia, Spain
Jiménez Martínez et al., J Org Inorg Chem 2018, Volume 4
DOI: 10.21767/2472-1123-C5-015