Abstract
The objective of this project was to apply Theory of Stepwise Forming of Mental Actions in the teachinglearning process of the concept of chemical valence, evaluating its effect in the appropriation of the concept. Time was considered as an indicator of the valence concept’s internalization and this was related to the quantity of successes that each student achieved. This was done in a test of nine exercises, organized in five categories with the aim of classifying the results in both the own language as well as in the mental stage. The analysis was carried out by the application of the Pearson’s lineal correlation coefficient. This showed that more students were over the 15 minutes in the mental stage; while in the stage of own language the majority of the students spent more than 25 minutes.
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