Barreras cognitivas en el aprendizaje de la Química en bachillerato con TEA: revisión sistemática
DOI:
https://doi.org/10.61616/rvdc.v7i2.1779Palavras-chave:
trastorno del espectro autista, enseñanza de la química, carga cognitiva, bachillerato, barreras de aprendizajeResumo
La química de bachillerato exige transitar entre representaciones macroscópicas, submicroscópicas y simbólicas, lo que impone una alta carga cognitiva incluso en estudiantes con desarrollo típico. En estudiantes con Trastorno del Espectro Autista (TEA), esta exigencia puede interactuar con particularidades del procesamiento sensorial, la función ejecutiva y el lenguaje pragmático. Objetivo: sintetizar la evidencia sobre las barreras cognitivas en el aprendizaje de la química en bachillerato en estudiantes con TEA y las estrategias reportadas para mitigarlas. Método: revisión sistemática siguiendo la declaración PRISMA 2020, con búsqueda en bases académicas y motores especializados mediante descriptores relativos a TEA, química, ciencias, carga cognitiva y bachillerato. Resultados: de 35 documentos analizados, la evidencia converge en cinco categorías de barreras: sobrecarga de memoria de trabajo ante la abstracción química; procesamiento sensorial atípico en el laboratorio; dificultades de función ejecutiva en el trabajo experimental; barreras de vocabulario técnico polisémico; y dificultades en el trabajo colaborativo. Se documentan también fortalezas —pensamiento sistemático, atención al detalle, procesamiento visual— potencialmente afines a la lógica de la química. Conclusiones: la evidencia específica sobre química de bachillerato es todavía escasa frente a la disponible en ciencias generales, por lo que se requiere investigación empírica centrada en esta disciplina y nivel educativo.
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Copyright (c) 2026 Ciby Yeshester Morales Pico, Beatriz Annabell Loor Avila
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
