Quími-Cómic: Herramienta Didáctica para el Aprendizaje Activo de las Ciencias Experimentales en Nivel Medio Superior

The present study aims to design and analyze the chemi-comic as an innovative didactic tool to promote active learning of experimental sciences at the upper secondary level, particularly in the post–COVID-19 educational context. In response to students’ lack of interest in extensive reading, difficulties in reading comprehension, and high failure rates in subjects such as Chemistry, the use of the comic’s iconic-verbal language is proposed as an alternative pedagogical strategy. The research adopts a qualitative approach, based on the implementation of the chemi-comic as an interdisciplinary didactic prototype, supported by theories of meaningful learning, the competency-based approach, and visual literacy. The material integrates images, brief dialogues, and curricular content aligned with the Common Curricular Framework, fostering the linkage between prior knowledge and new learning.The results show a significant improvement in academic performance, increased motivation, active participation, acquisition of scientific vocabulary, and a reduction in failure rates compared to groups that did not use the resource. Likewise, the chemi-comic promotes social values, collaborative work, gender equity, and awareness of the Sustainable Development Goals. It is concluded that the chemi-comic constitutes a feasible, innovative, and replicable didactic tool capable of transforming teaching–learning processes in experimental sciences in both face-to-face and virtual modalities.