Representaciones mentales, lenguajes y códigos en la enseñanza de ciencias naturales. Un ejemplo para el aprendizaje de concepto de "reacción química" a partir del concepto de "mezcla"

Abstract

Johnstone’s suggestions concerning three levels for mental representations of the chemical thinking and a simple learning model based on the importance of the knowledge already achieved are the theoretical frame for the present work. Our aim was to investigate the acquisition of the concept of chemical reaction starting with the already known concept of mix, with two groups of students of 16-17 years old. The work done allowed us both to do a critical review of the theoretical frame and to be aware of the diversity of languages we use to teach. This last point showed us the importance of making explicit the codes within each language used in order to enhance communication between professors and students.