Describes the exploratory assessment of strategy for learning redox reactions in High School, which seeks to prevent students from developing memoristic and mechanical skills, in addition to emphasize the experiences of daily life that go unnoticed or unexplained to the student in the classroom and at the same time are able to incorporate the key elements for understanding the terminology used in the language of Chemistry, all through proposal for a strategy. The sample consisted of sophomores from CBT High School No. 2 Bicentennial Huehuetoca in Mexico. The students are in the subject of Chemistry I. The didactic sequence was appropriate, for the learning of redox reactions, since it managed to increase by 41.9% the conceptual gain in the students.