Abstract
This paper presents the development and results of a part of one more general research about chemical change. It points out the use of the causality when students explain one phenomenon with two chemical changes called Copper cycle. The results of our study show the specific characteristics of the use of the causality in chemistry, and its relation with the theoretical models and chemical entities constructed by students along the learning of the concept of chemical change at the end of Senior High School in Barcelona.
Highlights
This paper presents the development and results of a part of one more general research about chemical change
Los resultados obtenidos en nuestra investigación en cuanto al uso de explicaciones causales con independencia de los modelos elaborados sobre el cambio químico tienen consecuencias para el proceso de enseñanza y aprendizaje, puesto que, si esta forma de razonamiento es utilizada espontáneamente por la mayor parte del alumnado, debe ser tenida en cuenta por el profesorado y potenciada como estrategia que favorezca la construcción de un modelo de cambio químico acorde con el científicamente aceptado
(1998) Conceptual reorganization and the construction of the chemical reaction concept during secondary education
Summary
EL USO DE RAZONAMIENTOS CAUSALES EN RELACIÓN CON LA SIGNIFICATIVIDAD DE LOS MODELOS TEÓRICOS. SOLSONA PAIRÓ, NÚRIA1, IZQUIERDO AYMERICH, MERCÈ2 y GUTIÉRREZ, RUFINA3 1 IES Josep Pla. Barcelona. 3 Instituto de Estudios Pedagógicos Somosaguas (IEPS).
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