Descripción

The present work seeks to understand the relationship between the pedagogical practices of Chemistry teachers and the academic performance of the Bachelor’s Degree in Natural Sciences and Environmental Education students at the Universidad Popular del Cesar. The research was located in the interpretative paradigm, with a phenomenological approach, developed from the natural attitude; Epoche - eidetic reduction; Epoche - transcendental reduction; Constitution (a process that allows manifestation and signification). The work unit was formed by three students and two teachers, and an in-depth interview was used as an instrument. The results indicate that the pedagogical practices for student performance do not sufficiently encourage independent work, negatively affecting the participation and enthusiasm of students to interact in a face-to-face class. It was concluded that teachers must transcend the contents and go towards the construction of knowledge in the search for meaningful learning for the student.