CONSTRUCTION OF THE MODEL DIPOLE RATIOCONCENTRATION, THROUGH COMMUNICATIVE PRACTICE IN THE LEARNING OF CHEMICAL SOLUTION

Abstract

This research presents the results of a Didactic Intervention promoting the learning of the concept of Chemical Solution in the subject of Chemistry. From the socio-epistemological framework and from the methodology of didactic engineering, a learning situation is built that incorporates the student to two essential practices: the elaboration of Solutions and the educational communication of the elaborated. From the analysis of student activity, the ratio becomes a model when it articulates with the concentration and characterizes it in g/mol as in g/L or g per 100 mL. In their activity, students used various tools, from the use of the Periodic Table to the algebraic tools needed to work with Chemical formulas and conversions, in order to elabórate the Chemical solution. The analysis of his discourses allowed to identify processes of Progressive significance of Chemical notions and the construction of the Ratio-Concentration Model-Dipole. Therefore, from an interdisciplinary work, mathematics constitutes a tool for Chemical practice.