Integrative tasks in chemistry: a didactic path for the training of university students

Abstract

The integrating tasks are contextualized to Chemistry and its teaching, the objective is to resignify its didactic value and incidence in the results achieved in the Mechanical Engineering career at the University of Camagüey and in the Bachelor of Education. Chemistry at the University of the East. Methods were used such as: analysis-synthesis, induction-deduction, system approach, modeling, documentary analysis, survey, observation, triangulation, among others. The transformations in the ways of acting of the students in different scenarios are shown: teaching, research, work practice and extension, as well as in the quality of learning