Analysis of Learning in Chemistry Teaching

Education is a constant challenge for teachers and students. The constant search for methodologies that improve the teaching and learning process is a necessity. In many cases, students have little or no understanding of fundamental concepts related to a given subject, and when they do, that understanding is riddled with conceptual errors. One teaching method that has shown considerable progress in reducing conceptual errors is the use of pedagogical theories related to alternative conceptions. In this model, students' alternative conceptions are corrected and turned into knowledge. The erroneous information that students possess is corrected and improved, becoming part of their knowledge of the world. The theme of alternative conceptions is one of the ideas defended and discussed in this book.

Autorentext

Josivan da Silva Costa es licenciado en Química y especialista en Enseñanza de la Química, profesor de la red pública de enseñanza (Amapá, Brasil). Cleydson B. R. dos Santos es licenciado en Química, máster en Química y doctor en Biotecnología, profesor titular de la UNIFAP. Luanny M. A. Vidal es licenciada en Letras y especialista en Educación Especial: Libras.