Project-based learning in vocational training: didactic proposal for the civil works projects training cycle
Authorship
A.C.R.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
A.C.R.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
02.09.2026 16:00
02.09.2026 16:00
Summary
The main objective of any educational methodology is to facilitate learning. In the current context, this can be enhanced by promoting a more active process in which the student plays a central role. Innovative methodologies seek to connect with students' interests, capturing their attention and allowing them to develop the necessary skills. The implementation of this type of methodology is spreading globally, improving students' academic performance. This master's thesis presents a proposal for an educational intervention aimed at the Professional Module Development of Linear Works Projects in the training cycle“Civil Works Projects. The methodology used is Project-Based Learning. The proposal is aligned with the objectives and content of the official curriculum of the training cycle and focuses on the development of a practical project. This design aims to offer a more motivating educational experience that encourages the active involvement of students in their training process. This proposal seeks not only the acquisition of technical knowledge, but also the development of cross-cutting skills such as teamwork, problem solving, autonomy, and communication skills, all of which are fundamental for entering the world of work.
The main objective of any educational methodology is to facilitate learning. In the current context, this can be enhanced by promoting a more active process in which the student plays a central role. Innovative methodologies seek to connect with students' interests, capturing their attention and allowing them to develop the necessary skills. The implementation of this type of methodology is spreading globally, improving students' academic performance. This master's thesis presents a proposal for an educational intervention aimed at the Professional Module Development of Linear Works Projects in the training cycle“Civil Works Projects. The methodology used is Project-Based Learning. The proposal is aligned with the objectives and content of the official curriculum of the training cycle and focuses on the development of a practical project. This design aims to offer a more motivating educational experience that encourages the active involvement of students in their training process. This proposal seeks not only the acquisition of technical knowledge, but also the development of cross-cutting skills such as teamwork, problem solving, autonomy, and communication skills, all of which are fundamental for entering the world of work.
Direction
GERPE PEREZ, ENELINA MARIA (Tutorships)
ARTO BLANCO, MONICA (Co-tutorships)
GERPE PEREZ, ENELINA MARIA (Tutorships)
ARTO BLANCO, MONICA (Co-tutorships)
Court
SOUTO GOMEZ, MONTSERRAT (Chairman)
PRIETO VIGO, NURIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
SOUTO GOMEZ, MONTSERRAT (Chairman)
PRIETO VIGO, NURIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
History and Education in the Valles Pasiegos: 20th Century and the Emigration to Terra Cha.
Authorship
D.C.F.
Master's Degree in Management of Educational Nature Activities
D.C.F.
Master's Degree in Management of Educational Nature Activities
Defense date
02.19.2026 11:00
02.19.2026 11:00
Summary
To better understand the role played by cantabros emigrants in the poblados de colonización franquista de Terra Chá, and at the same time to grasp life in these communities, it is necessary to focus on their place of origin. This Master's Thesis (TFM) focuses on investigating what life was like in the Valles Pasiegos before some of its inhabitants emigrated to the poblados de colonización franquista de Terra Chá in the mid-20th century. The Valles Pasiegos, located in the Comunidad autónoma de Cantabria, are known for their dedication to agriculture and livestock farming, as well as for their distinctive landscape and culture. The study aims to document and preserve the collective memory of this region, highlighting daily life, agricultural and livestock practices, and cultural traditions prior to the emigration of some families to the Lugo region. Furthermore, as part of the goal to preserve and promote the local culture, this work presents an educational proposal in which learning in nature plays a major role. This initiative seeks not only to raise awareness about the importance of preserving the natural environment but also to foster knowledge and appreciation of local cultural traditions and history.
To better understand the role played by cantabros emigrants in the poblados de colonización franquista de Terra Chá, and at the same time to grasp life in these communities, it is necessary to focus on their place of origin. This Master's Thesis (TFM) focuses on investigating what life was like in the Valles Pasiegos before some of its inhabitants emigrated to the poblados de colonización franquista de Terra Chá in the mid-20th century. The Valles Pasiegos, located in the Comunidad autónoma de Cantabria, are known for their dedication to agriculture and livestock farming, as well as for their distinctive landscape and culture. The study aims to document and preserve the collective memory of this region, highlighting daily life, agricultural and livestock practices, and cultural traditions prior to the emigration of some families to the Lugo region. Furthermore, as part of the goal to preserve and promote the local culture, this work presents an educational proposal in which learning in nature plays a major role. This initiative seeks not only to raise awareness about the importance of preserving the natural environment but also to foster knowledge and appreciation of local cultural traditions and history.
Direction
CABANA IGLESIA, ANA (Tutorships)
CABANA IGLESIA, ANA (Tutorships)
Court
MARTINEZ TEJERO, CRISTINA (Chairman)
CONS FERREIRO, MIGUEL (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
MARTINEZ TEJERO, CRISTINA (Chairman)
CONS FERREIRO, MIGUEL (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
Development of critical thinking in the classroom through the socio-scientific controversies of veganism
Authorship
D.G.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
D.G.M.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
02.12.2026 10:00
02.12.2026 10:00
Summary
Human nutrition on a global level is a source of controversy that requires the simultaneous involvement of several disciplines to understand certain issues. Vegan and vegetarian diets are an established option and veganism is considered a growing movement. This movement can be considered as a relevant and topical socio-scientific controversy (CSC) that allows for the possibility of developing critical thinking (CP) in a science classroom. Framing this CSC in a didactic unit related to sustainability and environmental degradation, a didactic proposal was designed that aims to promote the development of CP in a 4th ESO Biology and Geology classroom. The educational proposal includes sessions aimed at acquiring prior knowledge and subsequent sessions where PC skills are worked on through reasoned reasoning. With this objective, activities are introduced such as the analysis of news headlines or a role-playing game on the type of healthiest and most sustainable diets that in turn allow the UN SDGs to be met. With the goal of educating critical, reflective and responsible citizens with their actions and decisions, it is hoped that the application of this proposal will allow students to develop basic skills for critical thinking, such as the analysis of information sources, the formation of informed opinions, dialogue and argumentation.
Human nutrition on a global level is a source of controversy that requires the simultaneous involvement of several disciplines to understand certain issues. Vegan and vegetarian diets are an established option and veganism is considered a growing movement. This movement can be considered as a relevant and topical socio-scientific controversy (CSC) that allows for the possibility of developing critical thinking (CP) in a science classroom. Framing this CSC in a didactic unit related to sustainability and environmental degradation, a didactic proposal was designed that aims to promote the development of CP in a 4th ESO Biology and Geology classroom. The educational proposal includes sessions aimed at acquiring prior knowledge and subsequent sessions where PC skills are worked on through reasoned reasoning. With this objective, activities are introduced such as the analysis of news headlines or a role-playing game on the type of healthiest and most sustainable diets that in turn allow the UN SDGs to be met. With the goal of educating critical, reflective and responsible citizens with their actions and decisions, it is hoped that the application of this proposal will allow students to develop basic skills for critical thinking, such as the analysis of information sources, the formation of informed opinions, dialogue and argumentation.
Direction
FERNANDEZ MONTEIRA, SABELA (Tutorships)
FERNANDEZ MONTEIRA, SABELA (Tutorships)
Court
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
Occupational risk assessment of an Educational center
Authorship
J.M.H.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
J.M.H.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
02.09.2026 17:00
02.09.2026 17:00
Summary
This Master’s Thesis analyzes occupational risk prevention in an educational center, addressing it from a regulatory, technical, and organizational perspective. The main objective is the design of an occupational risk assessment structured by the functional areas of the center, allowing the identification, evaluation, and prioritization of risks associated with different spaces, activities, and job positions. Based on this assessment, a diagnosis is obtained that facilitates the planning of preventive and corrective measures adapted to the reality of the school environment. The results show the presence of occupational risks characteristic of the educational field, highlighting psychosocial risks related to mental workload, teacher stress, and work organization, as well as ergonomic risks derived from maintaining prolonged postures and the use of display screens. Additionally, physical, environmental, and chemical risks associated with the facilities and certain specific activities are identified. The study emphasizes the need to integrate occupational risk prevention into the center’s routine management and organizational culture.
This Master’s Thesis analyzes occupational risk prevention in an educational center, addressing it from a regulatory, technical, and organizational perspective. The main objective is the design of an occupational risk assessment structured by the functional areas of the center, allowing the identification, evaluation, and prioritization of risks associated with different spaces, activities, and job positions. Based on this assessment, a diagnosis is obtained that facilitates the planning of preventive and corrective measures adapted to the reality of the school environment. The results show the presence of occupational risks characteristic of the educational field, highlighting psychosocial risks related to mental workload, teacher stress, and work organization, as well as ergonomic risks derived from maintaining prolonged postures and the use of display screens. Additionally, physical, environmental, and chemical risks associated with the facilities and certain specific activities are identified. The study emphasizes the need to integrate occupational risk prevention into the center’s routine management and organizational culture.
Direction
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
GOMEZ GOMEZ, MARIA CARMEN (Tutorships)
Court
SOUTO GOMEZ, MONTSERRAT (Chairman)
PRIETO VIGO, NURIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
SOUTO GOMEZ, MONTSERRAT (Chairman)
PRIETO VIGO, NURIA (Secretary)
FERREIRO NUÑEZ, XESUS (Member)
Chapels in Galicia as a teaching resource: an educational activity for field trips with 3º cycle elementary school students
Authorship
E.E.L.P.
Master's Degree in Management of Educational Nature Activities
E.E.L.P.
Master's Degree in Management of Educational Nature Activities
Defense date
02.19.2026 10:00
02.19.2026 10:00
Summary
Chapels and hermitages in Galicia constitute a material heritage that, in addition to their intrinsic value, functions as a physical support for popular traditions and intangible culture. Their wide distribution in the territory makes them an easy element to find near many educational centres, both in urban and rural areas; therefore, perfect for their use as an educational resource throughout the autonomous community. In fact, from previous studies, it is known that Galician teachers perceive them as the constructions with the greatest availability for their didactic use. Furthermore, they are already being used in institutional educational programs in other places. On top of that, there is a lack of teaching materials that cover the subject, and most of them are made by teachers themselves; meanwhile other teachers do not use them because they do not have ideas to do so. To address this issue, we designed a worksheet to be used by 3rd cycle primary school teachers in Galicia in a 50-minute didactic outing in the school environment, which facilitates or allows a better use of the educational potential of chapels and hermitages in our territory. Our proposal covers contents from Social Sciences, Plastic and Visual Education, and Galician Language and Literature, since many teachers already use popular architecture as a teaching resource in these areas. This initiative was evaluated by teachers from multiple schools throughout Galicia through a survey, with the aim of determining its viability. In addition, different recommendations for improving the proposal are included, and a commitment is made to interdisciplinary work and a future expansion of the project.
Chapels and hermitages in Galicia constitute a material heritage that, in addition to their intrinsic value, functions as a physical support for popular traditions and intangible culture. Their wide distribution in the territory makes them an easy element to find near many educational centres, both in urban and rural areas; therefore, perfect for their use as an educational resource throughout the autonomous community. In fact, from previous studies, it is known that Galician teachers perceive them as the constructions with the greatest availability for their didactic use. Furthermore, they are already being used in institutional educational programs in other places. On top of that, there is a lack of teaching materials that cover the subject, and most of them are made by teachers themselves; meanwhile other teachers do not use them because they do not have ideas to do so. To address this issue, we designed a worksheet to be used by 3rd cycle primary school teachers in Galicia in a 50-minute didactic outing in the school environment, which facilitates or allows a better use of the educational potential of chapels and hermitages in our territory. Our proposal covers contents from Social Sciences, Plastic and Visual Education, and Galician Language and Literature, since many teachers already use popular architecture as a teaching resource in these areas. This initiative was evaluated by teachers from multiple schools throughout Galicia through a survey, with the aim of determining its viability. In addition, different recommendations for improving the proposal are included, and a commitment is made to interdisciplinary work and a future expansion of the project.
Direction
Ortiz Sanz, Juan Pedro (Tutorships)
Ortiz Sanz, Juan Pedro (Tutorships)
Court
MARTINEZ TEJERO, CRISTINA (Chairman)
CONS FERREIRO, MIGUEL (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
MARTINEZ TEJERO, CRISTINA (Chairman)
CONS FERREIRO, MIGUEL (Secretary)
FREIRE PEREZ, ESTELLA LETICIA (Member)
Use of the Didactic Strategy of Gamification for the Teaching and Learning of Anatomy in Upper Secondary Education.
Authorship
M.O.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
M.O.C.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
02.12.2026 11:00
02.12.2026 11:00
Summary
This Master´s Thesis presents a gamified didactic proposal, carried out in the subject of Applied Anatomy, which aims to increase students´ motivation and participation, as well as to improve their understanding of the endocrine system through an active and cooperative learning dynamic. The intervention, titled “Uncontrolled hormones”, was carried out in a classroom of 13 first-year bachelor´s degree students at a public school in the city of Lugo. In this educational proposal, which combined clinical case-based learning with the creation of conceptual maps, students became the main protagonists of their own learning process. To assess the impact of the activities, pretest and posttest questionnaires were administered along with several evaluation instruments that gathered students´ perceptions and performance. The results show a significant improvement in the knowledge acquired and reveal a high level of motivation and engagement among most students. This experience shows the didactic value of teamwork and gamification in scientific subjects. Potential adaptations and improvements of the educational intervention are proposed to further enhance students´ comprehension and interest.
This Master´s Thesis presents a gamified didactic proposal, carried out in the subject of Applied Anatomy, which aims to increase students´ motivation and participation, as well as to improve their understanding of the endocrine system through an active and cooperative learning dynamic. The intervention, titled “Uncontrolled hormones”, was carried out in a classroom of 13 first-year bachelor´s degree students at a public school in the city of Lugo. In this educational proposal, which combined clinical case-based learning with the creation of conceptual maps, students became the main protagonists of their own learning process. To assess the impact of the activities, pretest and posttest questionnaires were administered along with several evaluation instruments that gathered students´ perceptions and performance. The results show a significant improvement in the knowledge acquired and reveal a high level of motivation and engagement among most students. This experience shows the didactic value of teamwork and gamification in scientific subjects. Potential adaptations and improvements of the educational intervention are proposed to further enhance students´ comprehension and interest.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
DOSIL DIAZ, CARLOS (Chairman)
AZNAR CUADRADO, VIRGINIA (Secretary)
GOMEZ GOMEZ, MARIA CARMEN (Member)
DOSIL DIAZ, CARLOS (Chairman)
AZNAR CUADRADO, VIRGINIA (Secretary)
GOMEZ GOMEZ, MARIA CARMEN (Member)
Learning Human Physiology through Gamification: Hemo’s Journey through the Human Body
Authorship
M.R.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
M.R.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
02.11.2026 10:00
02.11.2026 10:00
Summary
Learning human physiology in Compulsory Secondary Education often presents difficulties related to a fragmented understanding of the human body and low student motivation, making it necessary to propose more integrative and meaningful teaching approaches. This Master’s Thesis aims to design a didactic proposal that promotes a systemic understanding of the respiratory and circulatory systems, while also fostering student motivation and health education in 3rd year of Secondary Education. The methodology is based on the design of a gamified, narrative-based teaching sequence structured into missions centred on the journey of a red blood cell through the human body, incorporating cooperative activities, guided inquiry and continuous assessment. The proposal is expected to contribute to a more integrated, motivating and functional learning of human physiology.
Learning human physiology in Compulsory Secondary Education often presents difficulties related to a fragmented understanding of the human body and low student motivation, making it necessary to propose more integrative and meaningful teaching approaches. This Master’s Thesis aims to design a didactic proposal that promotes a systemic understanding of the respiratory and circulatory systems, while also fostering student motivation and health education in 3rd year of Secondary Education. The methodology is based on the design of a gamified, narrative-based teaching sequence structured into missions centred on the journey of a red blood cell through the human body, incorporating cooperative activities, guided inquiry and continuous assessment. The proposal is expected to contribute to a more integrated, motivating and functional learning of human physiology.
Direction
AZNAR CUADRADO, VIRGINIA (Tutorships)
AZNAR CUADRADO, VIRGINIA (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
An exercise in the recovery of biocultural memory: From the memory of a family farm to the development of a memory workshop
Authorship
B.S.L.
Master's Degree in Management of Educational Nature Activities
B.S.L.
Master's Degree in Management of Educational Nature Activities
Defense date
02.19.2026 12:00
02.19.2026 12:00
Summary
Throughout history, humankind has developed and refined a whole range of knowledge about its relationship with nature, essential for its survival, which has been passed down orally from generation to generation. This body of knowledge represents what is known as biocultural memory. The progressive mechanization and intensive exploitation of the land since the beginning of the 20th century have relegated this traditional wisdom to a secondary role. If we also consider the aging of the population that still retains this memory and the continuous exodus from rural areas to cities, it seems that all this memory is destined to disappear. In this context, memory workshops are presented as a useful tool for recovering and valuing this knowledge. The family farm located in A Urcela (Cristiñade, Ponteareas) serves as the starting point for carrying out an exercise in biocultural memory recovery.
Throughout history, humankind has developed and refined a whole range of knowledge about its relationship with nature, essential for its survival, which has been passed down orally from generation to generation. This body of knowledge represents what is known as biocultural memory. The progressive mechanization and intensive exploitation of the land since the beginning of the 20th century have relegated this traditional wisdom to a secondary role. If we also consider the aging of the population that still retains this memory and the continuous exodus from rural areas to cities, it seems that all this memory is destined to disappear. In this context, memory workshops are presented as a useful tool for recovering and valuing this knowledge. The family farm located in A Urcela (Cristiñade, Ponteareas) serves as the starting point for carrying out an exercise in biocultural memory recovery.
Direction
CABANA IGLESIA, ANA (Tutorships)
CABANA IGLESIA, ANA (Tutorships)
Court
MARTINEZ TEJERO, CRISTINA (Chairman)
CONS FERREIRO, MIGUEL (Secretary)
RODRIGUEZ LESTEGAS, FRANCISCO (Member)
MARTINEZ TEJERO, CRISTINA (Chairman)
CONS FERREIRO, MIGUEL (Secretary)
RODRIGUEZ LESTEGAS, FRANCISCO (Member)
Priority infectious diseases and One Health: a socioscientific approach to secondary education.
Authorship
S.S.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
S.S.P.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
02.11.2026 11:00
02.11.2026 11:00
Summary
This Master’s Thesis focuses on the design of an educational innovation proposal for 3rd year of Compulsory Secondary Education in the subject of Biology and Geology, based on a literature review on the use of socioscientific issues as a teaching approach. The proposal addresses a current sociosanitary problema, the confinement of poultry during avian influenza outbreaks, through the One Health framework, integrating human, animal and environmental dimensions. The designed teaching sequence is grounded in active and cooperative methodologies, the development of critical thinking, media literacy, and scientific argumentation using the Claim Evidence Reasoning structure. In addition, role play debate is incorporated as a strategy to promote evidence based decision making in contexts of scientific uncertainty. Although the proposal was not implemented in the classroom, its design highlights its potential to strengthen students’ scientific and civic competences and to promote a critical understanding of science and its role in contemporary society.
This Master’s Thesis focuses on the design of an educational innovation proposal for 3rd year of Compulsory Secondary Education in the subject of Biology and Geology, based on a literature review on the use of socioscientific issues as a teaching approach. The proposal addresses a current sociosanitary problema, the confinement of poultry during avian influenza outbreaks, through the One Health framework, integrating human, animal and environmental dimensions. The designed teaching sequence is grounded in active and cooperative methodologies, the development of critical thinking, media literacy, and scientific argumentation using the Claim Evidence Reasoning structure. In addition, role play debate is incorporated as a strategy to promote evidence based decision making in contexts of scientific uncertainty. Although the proposal was not implemented in the classroom, its design highlights its potential to strengthen students’ scientific and civic competences and to promote a critical understanding of science and its role in contemporary society.
Direction
FERNANDEZ MONTEIRA, SABELA (Tutorships)
FERNANDEZ MONTEIRA, SABELA (Tutorships)
Court
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
ROMERO CASTRO, MARIA JOSE (Chairman)
OUTEIRO IGLESIAS, MARIO (Secretary)
GERPE PEREZ, ENELINA MARIA (Member)
Gamification and inquiry in the science classroom: teaching carbon chemistry through play strategies
Authorship
B.V.R.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
B.V.R.
Master in Teaching of Obligatory Compulsory Secondary Education and High School Teaching, Professional Training and Language Teaching (L)
Defense date
02.12.2026 12:00
02.12.2026 12:00
Summary
The didactic proposal designed in this work has as its main objective the improvement of the teaching-learning process of organic chemistry for students in the fourth year of Compulsory Secondary Education (ESO) through the use of active methodologies such as gamification, inquiry-based learning, and collaborative learning. With this aim, the proposal seeks to connect the theoretical content of organic chemistry taught in the classroom with real-life contexts. For this purpose, a role-playing game was designed in which students are organised into teams and assigned specific roles to investigate and analyse everyday consumer products. Throughout the activity, students aim to identify the organic ingredients present in these products, review the relevant nomenclature, and investigate the function of each ingredient. Subsequently, they select and justify, in a well-founded manner, which product can be considered the best within its category. This didactic proposal promotes meaningful learning of the organic chemistry content established in Decree 156/2022, as well as the development of transversal key competences such as scientific literacy and critical thinking. It enables students to apply the knowledge acquired to real-life contexts, thereby contributing to improved motivation and attitudes towards science.
The didactic proposal designed in this work has as its main objective the improvement of the teaching-learning process of organic chemistry for students in the fourth year of Compulsory Secondary Education (ESO) through the use of active methodologies such as gamification, inquiry-based learning, and collaborative learning. With this aim, the proposal seeks to connect the theoretical content of organic chemistry taught in the classroom with real-life contexts. For this purpose, a role-playing game was designed in which students are organised into teams and assigned specific roles to investigate and analyse everyday consumer products. Throughout the activity, students aim to identify the organic ingredients present in these products, review the relevant nomenclature, and investigate the function of each ingredient. Subsequently, they select and justify, in a well-founded manner, which product can be considered the best within its category. This didactic proposal promotes meaningful learning of the organic chemistry content established in Decree 156/2022, as well as the development of transversal key competences such as scientific literacy and critical thinking. It enables students to apply the knowledge acquired to real-life contexts, thereby contributing to improved motivation and attitudes towards science.
Direction
ROMERO CASTRO, MARIA JOSE (Tutorships)
ROMERO CASTRO, MARIA JOSE (Tutorships)
Court
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)
DOSIL DIAZ, CARLOS (Chairman)
GOMEZ GOMEZ, MARIA CARMEN (Secretary)
AZNAR CUADRADO, VIRGINIA (Member)