Abstract

GARCIA FRANCO, Alejandra  and  TABER, Keith S.. Intuitive thinking and chemistry learning. Educ. quím [online]. 2010, vol.21, n.2, pp.111-117. ISSN 0187-893X.

In this article we present exploratory results from an interpretive research project in which we asked secondary students (12-18 yrs) to explain and describe phenomena related to the particulate nature of matter. Answers are analyzed from a 'conceptual resources' perspective, rather than from the more common 'alternative conceptions' perspective. We present some potential 'phenomenological primitives' for chemistry learning that could be used by teachers to advance students' knowledge in this topic, rather than trying to challenge and modify them as usually suggested from the alternative conceptions framework.

Keywords : chemistry learning; secondary science; particulate nature of matter; conceptual resources; phenomenological primitives.

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