<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602019000500301</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n5id1109</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[OS TRÊS NÍVEIS DO CONHECIMENTO QUÍMICO: dificuldades dos alunos na transição entre o macro, o submicro e o representacional]]></article-title>
<article-title xml:lang="en"><![CDATA[THE THREE LEVELS OF CHEMICAL KNOWLEDGE: students' difficulties in the transition between macro, submicro and representational]]></article-title>
<article-title xml:lang="es"><![CDATA[LOS TRES NIVELES DEL CONOCIMIENTO QUÍMICO: dificultades de los alumnos en la transición entre lo macro, lo submicro y lo representacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Mayara Soares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Roberto Ribeiro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Oeste da Bahia  ]]></institution>
<addr-line><![CDATA[Barreiras BA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UnB Instituto de Química ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>5</numero>
<fpage>301</fpage>
<lpage>330</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000500301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000500301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000500301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Estudos apontam que uma das maneiras de se ensinar Química na educação básica é por meio da discussão dos três níveis do conhecimento químico. Porém, no contexto das aulas de Ciências há uma falta de demarcação desses níveis quando os fenômenos são apresentados, gerando dificuldades no aprendizado dos conceitos. A partir desses fatos, surge a necessidade de se investigar como fazer a transição entre os três níveis de modo a auxiliar a compreensão dos conceitos apresentados nas aulas de Química. Para tanto, foram investigadas duas hipóteses, a saber: a utilização de sistemas conceituais hierárquicos e o uso de modelos e modelagem, associados à realização de atividades demonstrativo-investigativas. A utilização dessa estratégia levou a resultados bastante satisfatórios, pois, com o uso de sistemas conceituais, os estudantes se apropriaram dos significados dos conceitos abordados e, por meio das atividades de modelos e modelagens, conseguiram representar os fenômenos observados utilizando diferentes modos de representação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los estudios muestran que una de las maneras de enseñar Química en la educación básica es a través de la discusión de los tres niveles del conocimiento químico. Sin embargo, en el ámbito de las clases de Ciencias, hay una falta de demarcación de esos niveles frente a los fenómenos presentados generando, de esta manera, dificultades en el aprendizaje de los conceptos. A partir de estos hechos surge la necesidad de investigar cómo hacer la transición entre los tres niveles de modo a auxiliar la comprensión de los conceptos presentados en las clases de Química. Para esto, han sido investigados dos hipótesis, a saber: la utilización de sistemas conceptuales jerárquicos y el uso de modelos y modelado, asociados a la realización de actividades demostrativo-investigativas. La utilización de esta estrategia llevó a resultados bastante satisfactorios, pues, con el uso de sistemas conceptuales, los estudiantes se apropiaron de los significados de los conceptos abordados y, por medio de las actividades de modelos y modelajes, lograron representar los fenómenos observados utilizando diferentes modos de representación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Três níveis do conhecimento químico]]></kwd>
<kwd lng="pt"><![CDATA[Modelos e modelagens]]></kwd>
<kwd lng="pt"><![CDATA[Sistemas conceituais]]></kwd>
<kwd lng="en"><![CDATA[Three levels of chemical knowledge]]></kwd>
<kwd lng="en"><![CDATA[Models and modeling]]></kwd>
<kwd lng="en"><![CDATA[Conceptual systems]]></kwd>
<kwd lng="es"><![CDATA[Tres niveles del conocimiento químico]]></kwd>
<kwd lng="es"><![CDATA[Modelos y modelado]]></kwd>
<kwd lng="es"><![CDATA[Sistemas conceptuales]]></kwd>
</kwd-group>
</article-meta>
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