Abstract
Representing knowledge in the form of signs and symbols facilitates learning and teaching. Duval once proposed theoretical semiotic framework for the teaching of the maths organized in 3 areas. Firstly, the relationship between the sign and the signified. Secondly, the function of these representations. Thirdly, the co-existence of the various semiotic systems. This article applies this approach to the teaching of chemistry in order to analyse on a cognitive level a pupil’s understanding of substances and to analyse its role in learning on a molecular level. What results is the role of signs in the learning of chemistry as pertains to the correlation between a textbook course and its summary and the correlation between feedback generated by a teacher-taught course and its corresponding summary written by the teacher himself. The basis of this study lies in institutional publications such as textbooks as well as in classroom discussion. The approach led to the creation of clearly identified semiotic categories of the various understandings of bodies used here and also highlighted shortcomings and anomalies in how these representations are used in teaching and chemistry work.
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