Abstract
This paper reports a metavisual strategy proposed for 11 high school students. The investigation consisted of ascertaining to what extent the metavisual strategy can be effective in rebuilding their previous ideas. The investigated topic consists in understanding concepts in electrochemistry involved in the initial interaction of copper (II) ions with iron atoms. For this activity was proposed to students to draw the microscopic representation of this chemical interaction and then compare their drawing with a representation presented in the study. This activity was videotaped; data were collected from their statements and transcribed for subsequent analysis. The findings seem to show that the metavisual strategy may enable the reconstruction of ideas by students, leading them to a better understanding of the phenomenon studied and could contribute towards improving learning in electrochemistry. Key words: electrochemistry, chemistry teaching, metacognition, metavisualization, metavisual strategy, teaching strategy.
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