Resumen

FRANCISCO, Welington; CAMPANER, João Victor de Oliveira  y  NASCIMENTO, Henrique Chien Hua. Conceptual appropriation and evolution in chemistry: an analysis under the relationship with knowledge. Educ. quím [online]. 2020, vol.31, n.1, pp.105-114.  Epub 22-Dic-2020. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2020.1.68811.

The appropriation of chemical knowledge is a lot complicated for students to do, because the chemistry involves something that is not visible and requires specific models and imagination. The goal this work is identify how the teacher comments allow the conceptual evolution and the understanding of why some substances have color, when discussing the interaction of matter with visible radiation with the students. The dates were produced from writing and rewriting activities had done for 14 students enrolled in the discipline of Analytical Chemistry Instrumental, beyond comments analyses. The results pointed out that it is possible to evaluate the chemical learning about the thematic studied according the elements of relationship with knowledge notion and the conceptual evolution is better when the teacher comments were questioner (in the form of the questions) what establishing relationship of knowledge among students and teacher to improve of the normativity and network of meanings domain of the scientific conceptual involved.

Palabras llave : Positive reading; relationship with knowledge; learning.

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