Abstract

CONTRERAS, Saúl  and  GONZALEZ, Alexis. Conceptual content selection in Chilean chemistry and natural sciences curricula: analysis of the macroscopic, microscopic and symbolic levels. Educ. quím [online]. 2014, vol.25, n.2, pp.97-103. ISSN 0187-893X.

The selection of the conceptual contents in chemistry constitutes a key aspect when approaching its teaching. This work analyses what of and how the topic "matter" is presented in the Chilean primary and secondary curriculum of the disciplines of Natural Sciences and Chemistry, by means of using concepts and frequency maps. Consequently, range and conceptual diversity were determined in accordance with the levels of representation used in chemistry. The main findings indicate that the selection of contents is varied, however characterized for being discontinuous and not well structured. The majority of the concepts are qualitative and macroscopic, conversely microscopic and symbolic concepts are introduced late and abruptly in the programs, being concentrated at the end of primary and at the onset of secondary education. These findings have a direct impact on the design of the curriculum that guides the chemistry programs, on how these are taught, on the initial and continuous training of science teachers, and on the improvement of the quality of the learning outcomes.

Keywords : matter; levels of representation; chemistry curriculum; teaching approaching; educational background.

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