Pensaqui: A Learning Object about Chemical Transformations

• Published in: Journal of chemical education Vol. 93; no. 2; pp. 387 - 390
• Main Authors: Silva, Daniela R, Hübler, Patrícia N, Perry, Gabriela, Santos, Marlise Bock, Carneiro, Mara Lúcia Fernandes, Del Pino, J. C
• Format: Journal Article
• Language: English
• Published: Easton American Chemical Society and Division of Chemical Education, Inc 09.02.2016; American Chemical Society
• Subjects: Educational theory; Learning; Organic chemistry; Pedagogy; Science education; Students; Teachers; Teaching methods; Transformations; First-Year Undergraduate/General; Reactions; High School/Introductory Chemistry; Misconceptions/Discrepant Events; Computer-Based Learning
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.5b00764

As a proposal for a methodological strategy for teaching and learning chemical transformations in science or chemistry classes, this paper presents the learning object Pensaqui. It was developed through joint work between teachers and students at the IFRSCanoas and UFRGS(both located in Southern Brazil), integrating the areas of Chemistry and Design. In a recreational and contextualized fashion, Pensaqui proposes students to expose their ideas on two problem situations through the use of different levels of representation (macroscopic, symbolic and submicroscopic). The pedagogical aim proposed is to help students to be aware of their individual theories, differentiating them from the scientifically correct theories, where the understanding of matter as something discontinuous and the conservation of nonobservable properties are essential core concepts for the understanding of chemical transformations