Multiplicidad funcional de la representación molecular: Implicaciones en la enseñanza y aprendizaje de la Química

dc.creator	María Victoria Alzate Cano
dc.creator	Concesa Caballero
dc.creator	Marco Antonio Moreira
dc.date	2006-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:24:19Z
dc.date.available	2015-08-12T11:24:19Z
dc.identifier	1850-6666
dc.identifier	https://doaj.org/article/895bdc472eff4b5e95d341983446f5e9
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29895
dc.description	This tex has the sense of a thoughtful about some epistemology aspect the representation functional multiplicity of molecular, with the propouse to give an opportunity of educational investigation in chemistry in the ferst levels of professionals studies. Because of the molecular structure concept is assumed in chemistry teaching in simple way, as the corresponding different representationsare reduced to gross static models, adopted in a thoughtless way as ingenuous pictographic signs, in order to be repeat from the text or from the professor’s writing to the students’ writing without comprehension of the symbols. The teaching and learning of chemistry is too far a way from conceptual progress; plurality and functionality of the meanings of substances representations and itsphysic-chemical modifications assumed as dynamics objects and trajectories. This concept that in the chemical knowledge includes empirical, theoretical, physical, mathematical and epistemological aspects, is complex and it is necessary to approach it in its complexity. An epistemology perspective of how chemists havecreated a great amount of representations, meanings and theories for this concept when they solve situations and exercise comprehension, explanation and prediction, acquire a great value for teaching and learning chemistry in a classroom. The practice of epistemological perspective will be to promote approximations to plurifunctional thinking about the molecular structure, well supported in educational research in the field of mental representations, in particular the related studies with mental models and conceptual fields that stimulate the research for psychological process to learn concepts and models in physics and mathematics when students resolve classes of situations.
dc.language	Spanish
dc.language	English
dc.language	Portuguese
dc.publisher	Universidad Nacional del Centro de la Provincia de Buenos Aires
dc.relation	http://www.exa.unicen.edu.ar/reiec/files/anio1/num2/REIEC_anio1_num2_art1.pdf
dc.relation	https://doaj.org/toc/1850-6666
dc.source	Revista Electrónica de Investigación en Educación en Ciencias , Vol 1, Iss 2, Pp 1-26 (2006)
dc.subject	Molecular structure
dc.subject	chemistry teaching
dc.subject	mentals representations
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Multiplicidad funcional de la representación molecular: Implicaciones en la enseñanza y aprendizaje de la Química
dc.type	article