Múltiplas representações no ensino de química

Abstract

Learning of science teaching is perceived that students undergo different forms of representations that are embedded in scientific discourse, and this provided the content on curricular. The practice of these representational modes, if used during teaching, in an integrated manner, may be the key to enable better compression in science teaching, including the teaching of chemical condition. The multiplicity of representation, therefore, meets, one of the great questions which affect currently teaching institutions, the great sociocultural diversity of subjects that make up the same school class. This research, having as target students of the first grade of secondary education in a public school sought to explore and discuss learning in teaching chemistry through online research of Multiple Representations. Different strategies were created to represent a group of chemistry concepts, in which these strategies showed different impacts in respect of students, among the different symbols used in different representational methods on the same concepts of chemistry. Although it has been shown that each representational method should not become universally applicable in educational practice, because each method allows exploring different inferences about the same topic.