Acta Scientific Pharmaceutical Sciences (ASPS)(ISSN: 2581-5423)

Short Communication Volume 6 Issue 12

The Importance of Semiotic Representations in Chemistry Teaching

Marcos Aurélio Gomes da Silva*

Professor and Researcher in the Areas of Natural Product Chemistry and Chemometrics and Bioenergy, Brazil

*Corresponding Author: Marcos Aurélio Gomes da Silva, Professor and Researcher in the Areas of Natural Product Chemistry and Chemometrics and Bioenergy, Brazil.

Received: November 03, 2022; Published: November 16, 2022

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Currently, a growing interest in the investigation of processes of scientific meaning is seen as several authors have importance in investigating the use in science teaching. These studies show how ways of understanding have been thought of in the school context.

References

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  • Habraken C L. “Perceptions of chemistry: why is the common perception of chemistry, the most visual of sciences, so distorted?” Journal of Science Education and Technology, Dordrecht3 (1996): 193-201.
  • Santaella L. “Percepção: fenomenologia, ecologia, semiótica”. São Paulo: Cengage Learning, (2012).
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  • Johnstone AH. “The development of chemistry teaching: a changing response to changing demand”. Journal of Chemical Education, Washington 9 (1993): 701-705.
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    • Citation

    Citation: Marcos Aurélio Gomes da Silva. “The Importance of Semiotic Representations in Chemistry Teaching". Acta Scientific Pharmaceutical Sciences 6.12 (2022): 32-33.

    Copyright

    Copyright: © 2022 Marcos Aurélio Gomes da Silva. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.




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