Abstract:

One of the most important problems in the learning process of the natural sciences, especially chemistry, is the appropriation of concepts and scientific language and its application to existent situations. Students must defy the use of new symbolisms to express, through formulas and equations, chemical reactions that occur in their environment or in the laboratory activities.

The terminology used in chemical currently contains references to different moments in the history of science. Therefore the study can be used to promote interest in students to know the origin of some terms, its constant transformation and circumstances that have contributed to consolidating the current language. It also allows understanding many of the qualities derived from the collective nature of contemporary scientific activity, such as obtaining consensus among members of the scientific community or the diffusion of certain concepts and theories (García- Bertumeu, 1998).
However, reducing the study of chemistry terminology to memorize selected naming rules and mechanics to endless lists examples of substances application is wasting an enormous wealth. Chemical nomenclature is for many students, an obstacle to understanding different topics, but while some manage to overcome their difficulties successfully, most do not understand this language and not use it as an everyday tool needed to communicate in this area (Garrido, 2013).

The main difficulties presented by the students to learn the basic rules of inorganic nomenclature and formulation are: lack of understanding of written language, confusion with the rules of nomenclature, memorize, dependence of the teacher and the ignorance of real chemical compounds representation (Gómez-Moline, Morales & Reyes, 2008).

Given the above, it is necessary to find strategies to make learning the nomenclature as a relevant topic for students and for their performance in the course. The proposed strategy is a Virtual Learning Object (VLO) that captures the attention of students. Strategies for the development of metacognition were also raised using this tool, since students can systematize the study resulting in reflection processes, management and self-evaluation, which ultimately allow them to acquire autonomy in their learning process.

The VLO includes elements of an epistemological history of the origin of chemical nomenclature revision; a review of the formulation standards and nomenclature of different functional groups, applications in everyday life and enjoyable practice exercises. The VLO is in Spanish, which is important because many of the tools are found in other languages, which can generate apathy or anxiety. It was designed for people between 14-17 years-old; it is presented by a boy and a girl of mixed race, what is relevant due to the type of population for which it was designed for. The VLO includes an introduction, a welcome video and additional useful tables and information. It can be considered a full course of inorganic chemistry nomenclature as it has six fully structured and independent units.

The VLO was subjected to evaluation against a group of secondary teachers to determine acceptance in the following areas: aesthetic, educational and functional. The class sequence with students was planned to include the VLO at different times alternating theoretical concepts, problem solving and the use of the tool.