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The present article summarizes the main results of a study that dealt with methodological strategies that contribute to a meaningful learning of Chemistry, in two programs at FAREM-Esteli, UNAN-Managua, which were referred to as Program #1 and Program #2. The study found that the development of the learning process in one of the groups was appropriate and that there were difficulties in the other, as they were organizational and methodological inconveniences. It was proven that active methodological strategies contribute to a meaningful learning and motivation for the study of Chemistry. To that end, a compendium of participatory methodological strategies was designed. Those strategies were adapted to the context of our Faculty as a supporting resource to Chemistry teachers and our educational processes. The main research results confirm our research intuitions that, the implementation of non-active strategies limits a meaningful learning of Chemistry, which is related to the lack of teacher training.

Estrategias metodológicas para el aprendizaje significativo de la Química: estudio realizado en FAREM-Estelí, UNAN-Managua, 2016