Abstract
It is a common place that science teaching proposals show science as fun or surprising. This article aims to search and analyze chemical experiments that appear in books and blogs for teachers from the perspective of the everyday chemistry for science literacy. We will analyze if chemistry activities widely spread into selected media (books, websites, etc.) are contextualized, day-to-day, problematized (didactic treatment), as well as the argumentation used for the explanation, and thus elucidate the possible use by the faculty as a new learning resources that allow the development of scientific competence, ie, “talk and do chemistry”.
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