Abstract
The present study was aimed to propose an educational tool for teaching the concept of chemical valence. For this, an initial diagnosis among a sample of teachers on how they teach and evaluate the concept of valence chemistry was performed, and the concept features taken into account in their teaching. Likewise questions were asked about the pedagogical and methodological strategies used in the classroom, which encourage student learning concept. From these results some of the features that enabled the construction ho of the concept of valence emerged. This was complemented with exercises done by the students who perform the four intellectual operations: super-organized, sub-organized, organized and exclusive. All features identified and selected for this specific case, were organized to propose a conceptual graphical representation (mentefacto) as a tool to teach the concept of valence.
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