Developer learning of Chemistry in Technical Vocational Education

This research article explores the importance of a pedagogical approach that promotes meaningful and constructive learning in the field of chemistry. It analyzes the teaching-learning process in vocational training, highlighting the need to integrate content that not only transmits theoretical knowledge, but also fosters practical skills and critical thinking in students. Theoretical references on developmental learning are fundamental to understanding how students can construct their knowledge through meaningful experiences. The article examines various educational theories that support this approach, underlining the relevance of active methodologies that involve students in their own learning process. To evaluate the effectiveness of these teaching strategies, research methods such as classroom observations, surveys of students and teachers, pedagogical tests and analysis of curricular documents are used. These methods provide a comprehensive view of the impact of the strategies implemented on chemistry learning. The results indicate that the application of developmental learning improves not only academic performance, but also students' motivation and interest in the subject. The article concludes with recommendations for the implementation of pedagogical practices that strengthen active and contextualized learning in technical and vocational education, contributing to the training of competent and critical professionals.