2026-06-02T04:32:41Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/44132021-11-10T09:38:22Zcom_10259_4145com_10259_5086com_10259_2604col_10259_4146

Lacolla, Liliana H. Meneses Villagrá, Jesús Ángel Valeiras Esteban, Beatriz Nora 2017-04-07T11:09:30Z 2017-04-07T11:09:30Z 2013-07 http://hdl.handle.net/10259/4413 One 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. application/pdf spa Universidad Nacional Autónoma de México Educación Química. 2013, V. 24, n. 3, p. 309–315 http://doi.org/10.1016/S0187-893X(13)72480-7 Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Chemical reactions social representations explosions teaching Enseñanza secundaria Education, Secondary Las representaciones sociales y las reacciones químicas: desde las explosiones hasta Fukushima info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion