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dc.contributor.authorLacolla, Liliana H.
dc.contributor.authorMeneses Villagrá, Jesús Ángel 
dc.contributor.authorValeiras Esteban, Beatriz Nora 
dc.date.accessioned2017-04-07T11:09:30Z
dc.date.available2017-04-07T11:09:30Z
dc.date.issued2013-07
dc.identifier.urihttp://hdl.handle.net/10259/4413
dc.description.abstractOne of the most important structuring concepts that teachers develop in the classroom is the one of chemical change and regarding this, there is abundant literature detailing the difficulties generated by its learning. However, is not usually considered the role played by the social representations among the possible factors influencing in the construction of this concept by the students. This article shows results of a research that identifies the structure of the Social Representation that common people has about chemical reactions and the way in which this representation flows through communication media. Tus is proposed the need to broaden the investigations about the influence that social representations have in the learning of various scientific concepts at school.en
dc.format.mimetypeapplication/pdf
dc.language.isospaes
dc.publisherUniversidad Nacional Autónoma de Méxicoen
dc.relation.ispartofEducación Química. 2013, V. 24, n. 3, p. 309–315es
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectChemical reactionsen
dc.subjectsocial representationsen
dc.subjectexplosionsen
dc.subjectteachingen
dc.subject.otherEnseñanza secundariaes
dc.subject.otherEducation, Secondaryen
dc.titleLas representaciones sociales y las reacciones químicas: desde las explosiones hasta Fukushimaes
dc.typeArtículoes
dc.typeinfo:eu-repo/semantics/article
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.relation.publisherversionhttp://doi.org/10.1016/S0187-893X(13)72480-7
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersionen


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