Didactic Sequence to Strengthen Argumentative Skills from a ctsa Approach in Eleventh Grade Students of Codema ied School

Abstract

This research work is established from the critical reflection of Pedagogical and Didactic Practice I and II. The implemented didactic sequence aims to teach organic biochemistry through continuous observation andinteraction with eleventh-grade students at Codema Public School. This institution focuses on the Science, Technology, Society, and Environment (stse) approach by incorporating critical thinking about scientific and technological activities and their environmental impact in tenth and eleventh grades. Currently, the continuous support of the Alternaciencias research research group has enabled ongoing work in the comprehensive secondary education of the educational institution. 

Keywords: organic biochemistry; chemical knowledge; didactic sequence; stse approach; argumentative skills