Cooperative Learning in the Implementation of Teaching Chemistry (Didactic Instrumentation) in Engineering in México

AbstractIn engineering you think of chemistry as a difficult and boring subject. Some professors who are teaching it, have seen apathy and lack of interest in the students. This paper presents some findings of an investigation done which allowed to listen to the voice of 250 Mexican students regarding the usefulness of cooperative learning in chemistry. An exploratory-descriptive methodology was applied, together with a pretest and a post-test. By implementing the Cooperative Learning, the importance of the positive interdependence for critical thinking was appraised and a move away was detected from the theoretical content and meaning of the everyday context of the students