Abstract
Most of the people who taught chemistry at university level, or secondary, arises as the question of whether their students learn all you are taught. The answer to this question is always the students learned very little. From there, it is logical to wonder then why? The answer focuses on specific teaching of chemistry, showing the different problems of the teaching of this discipline. Among them raises the preconceptions that students bring, mathematization of chemistry, emergent properties and different levels of representation: macroscopic, submicroscopic and symbolic. It is suggested that those who teach chemistry should keep these issues when teaching specific content and try new methodologies and in the future a profound change to the curriculum. Thus, it is proposed here to promote these changes, while modifying the high school curriculum is made, to redress initial chemistry courses in college and taking measurements to provide a basis and endorse the proposed amendments urgent curriculum.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
