PROCESOS PSICOLÓGICOS EN EL APRENDIZAJE DE LA QUIMICA

Abstract

Taking the conceptual reticulum of Chemistry as the reference point, and the successive visions that have been stated for its interpretation and evolution, the relevant consequences
relative to the psychological aspect this implies are drawn. The derivations towards Chemistry teaching are evident: on the one hand respecting the psychological development of
the student, and on the other hand, making it compatible with the unavoidable epistemological, ontological, and conceptual change that should be produced in the cognitive structures that will emerge as the knowledge o f the subject matter is deepened. Inspired in the historical development of Chemistry and its searching styles, one could State an entire pro je ct which, through
necessaiy research, may generate the relevant psycho-pedagogical based syllabus called upon by present times.