Obstáculos detectados en el aprendizaje de la nomenclatura química

Abstract

Teaching of the chemical names and formulae has been subject of many proposals due to the lack of knowledge that the students who come to the university have over the topic. In this research we focused on the detection and analysis of the difficulties and obstacles that students face. The answers to those questions indicate that there are different reasons, such as short-term memory learning, not being conscious of what is being learned, not wanting to change the way of learning, isolation of concepts studied in other chapters. From the point of view of the pedagogic content knowledge, usually the nomenclature is studied isolated, in a chapter without a real representation of the chemical compounds to which it refers. There were detected also different types of pupils and their particular way of learning.