<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2020000100009</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2020.1.68811</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Apropriação e a evolução conceitual em química: uma análise a luz da relação com o saber]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptual appropriation and evolution in chemistry: an analysis under the relationship with knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Francisco]]></surname>
<given-names><![CDATA[Welington]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campaner]]></surname>
<given-names><![CDATA[João Victor de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Henrique Chien Hua]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Integração Latino-Americana  ]]></institution>
<addr-line><![CDATA[Foz do Iguaçu PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>31</volume>
<numero>1</numero>
<fpage>105</fpage>
<lpage>114</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2020000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2020000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2020000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A apropriação de conhecimento químico se torna por muitas vezes complicada, visto que ele retrata algo não visível e necessita de imaginação e da compreensão de modelos específicos. Assim, o objetivo desse trabalho é identificar como comentários feitos pelo professor permitem a evolução conceitual e o entendimento do porquê algumas substâncias possuírem cores, quando se estava debatendo sobre a interação da matéria com a radiação visível com os estudantes. Os dados foram produzidos a partir de atividades de escrita e reescrita feitas por 14 estudantes matriculados na disciplina de Química Analítica Instrumental, além da análise dos comentários. Os resultados, que foram analisados com base nos elementos da noção da relação com o saber, apontaram que é possível avaliar a aprendizagem química sobre a temática trabalhada e que a evolução conceitual é melhor alcançada quando os comentários do professor são questionadores/ provocadores, ou seja, na forma de perguntas, estabelecendo relações de saber entre estudantes e professor que melhoram o domínio da normatividade e rede de significados dos conceitos científicos envolvidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura positiva]]></kwd>
<kwd lng="pt"><![CDATA[relação com o saber]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Positive reading]]></kwd>
<kwd lng="en"><![CDATA[relationship with knowledge]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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