Didactic Strategy: Interactive Digital Board in Teaching Learning Heat Capacity for High School

In the case of Chemistry subjects at the higher middle level, students tend to have a low performance in terms of academic exploitation, either because of lack of motivation or lack of preparation in previous courses. In order to improve not only the academic performance of students in sometopics of thermodynamics, but also the quality of teaching, this work proposes the use of some technological tools and practices combined with a constructivist methodology for teaching learning the subject heat capacity at constant pressure. A didactic sequence is designed that includes the use of interactive board as a learning teaching tool, as well as a teaching sequence that did not include the use of the board, to determine the influence of this tool on academic performance. To assess the scope in learning teaching, a questionnaire was designed, which was previously validated with groups of university students. The evaluation was designed for the topic of heat capacity, thus identifying the main alternative conceptions of students, the degree of learning regarding thermodynamic concepts in order to compare the pre- and post-teaching knowledge applied. The results of the post-didactic sequence evaluation, from the point of view of the student who learned using the interactive board, identify an improvement in understanding the main topics, a better willingness to work in the classroom, the ability to molecular representation of phenomena and an improvement in their verbal expression.