Teaching strategy for introducing experimental activities

This research has made it possible to develop a didactic strategy for the introduction of experimental activities in the treatment of the L?Chatelier principle. The previous study carried out through the diagnosis and processing of data in different secondary and higher education institutions, revealed shortcomings that are manifested in limited consultation material for the practice of experimental activities, weak methodological guidance in the program, lack of experimental activity, particularly in the content of the L?Chatelier principle, among others. In order to minimize this problem, this support and consultation material with actions has been drawn up, which will enable chemistry teachers to seek motivation, guidance and direction in order to achieve the objectives, thus fostering meaningful learning for the students.