Abstract

MELO, Mayara Soares de  and  SILVA, Roberto Ribeiro da. THE THREE LEVELS OF CHEMICAL KNOWLEDGE: students' difficulties in the transition between macro, submicro and representational. Rev. Exitus [online]. 2019, vol.9, n.5, pp.301-330.  Epub June 11, 2020. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n5id1109.

Studies point out that one of the ways to teach Chemistry in basic education is through discussion of the three levels of chemical knowledge. However, in the context of Science classes there is a lack of demarcation of these levels when phenomena are presented, generating difficulties in the learning of chemical concepts. From these facts emerges the need to investigate how to make the transition between the three levels. In order to do that, two hypotheses were investigated: the use of hierarchical conceptual systems and the use of models and modeling, associated with demonstrative-investigative activities. The use of this strategy led to quite satisfactory results, because with the use of conceptual systems students appropriated the meanings of the concepts addressed and, through the activities of models and modeling they managed to represent the phenomena observed, using different modes of representation.

Keywords : Three levels of chemical knowledge; Models and modeling; Conceptual systems.

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