ISSN 0187-893X       ISSNE 1870-8404
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Guide authors of the current issue Volumen XXVIII, Número 3, June de 2017 Volumen XXVIII, Número 2, April de 2017 Volumen XXVIII, Número 1, January de 2017 Volumen XXVII, Número 4, October de 2016
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Volume XXVII

Number 3






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Content Number 3




José Antonio Chamizo   173 - 174


History and the teaching of chemistry. A tribute to Thomas Lowry’s textbook ‘‘Historical Introduction to Chemistry’’

William B. Jensen   175 - 181


Análisis curricular de la ense˜nanza química en México en los niveles preuniversitarios. Parte II: La educación media superior

Yosajandi Pérez Campillo, José Antonio Chamizo   182 - 194
Today, there is an ongoing discussion about the need to change the science curriculum in pre-university levels, with the idea that they are not only addressed the disciplinary contents but also that the curriculum, contribute to the development of different thinking skills, management tools derived from technology and allows the student to better understand and apply knowledge within their own context. In the case of Mexico, due to our poor level of education expressed in various assessments, curriculum change is necessary and for this, the first step is to study the current situation in order to characterize the curriculum and find the strengths and areas opportunity. Therefore, this study is a curriculum analysis, specifically for teaching chemistry at the high school level, considering five specific programs of general chemistry from high school. To carry out this analysis considered five large axes: Nature of science, context, practical work, evaluation and substantive structure (including the paradigmatic structure).


Teaching of stoichiometry: Analogies and conceptual understanding

Andrés Raviolo, Gabriela Lerzo   195 - 204
This work makes a connection between the teaching of stoichiometry, analogies and the conceptual resolution of chemistry problems. A didactic sequence on the topic is drawn up, progressive in difficulty. This sequence, based on analogies, is applied by first year university students. The experience is evaluated by means of a written questionnaire, where, amongst others, Nurrenbern and Pickering’s (1987) 2 conceptual stoichiometry items figure (Nurrenbern y Pickering, 1987). The results show only partial understanding of the subject since some difficulties expressed in the bibliography were not overcome. To what extent and under which conditions analogies are helpful in the learning of this subject are discussed.


The phenomenon of brine rejection: a practical proposal for prospective primary teacher training

José Domingo Villarroel, Daniel Zuazagoitia   205 - 208
The fact that sea ice may be a suitable source for fresh water is nothing new; in fact, sailors were aware of this long ago. Nevertheless, the issue that ice does reject the ions of a saline solution is not a well known topic by both novice learners and prospective teachers. This paper describes a practical activity carried out in the regular chemistry training course aimed at teachers-to-be with the objectives of, on the one hand, getting to know the phenomenon of brine rejection and, on the other hand, taking advantage of the utilized experimental design to gain insight into the colligative properties of solutions. This activity might also be adequate for secondary and high school levels.


Graphical representation of chemical periodicity of main elements through boxplot

João Elias Vidueira Ferreira, Maria Tayane Silva Pinheiro, Wagner Roberto Santos dos Santos, Rodrigo da Silva Maia   209 - 216
Graphics play an important role in data analysis. Boxplots are powerful graphical representation of data that gives an overview and a numerical summary of a data set. In this paper boxplots are used to analyze the periodic trends of main elements. The properties considered are atomic radius, first ionization energy, electron affinity and electronegativity. Boxplots are constructed and metals, nonmetals and metalloids are compared. The results are presented in a manner not explored in chemistry textbooks, pointing out key chemical features visualized through median, quartiles, possible outliers and shape of the distribution. These pictorial representations can show similarities, differences, trends and irregularities among elements, groups and periods, which help better nderstand their characteristics.


Emotions in learning Physics and Chemistry in secondary education. Students related causes

María Antonia Dávila Acedo, Florentina Cañada Cañada, Jesús Sánchez Martín, Vicente Mellado-Jiménez   217 - 225
It is necessary to study the domain affective in science education, since emotions affect our learning process. Furthermore, the personal development involves both cognitive and affective components. For this reason, it is important to know the emotions experienced by students of Compulsory Secondary Education towards the Physics and Chemistry during the learning process. This paper aims to understand and analyze the emotions experienced by students of Compulsory Secondary Education towards aspects related to the student. The sample consisted of 84 Spanish students of the third year of Compulsory Secondary Education of two educative institutions of the province of Badajoz during the academic year 2013/2014. The most relevant results determined that the students experienced positive emotions when they got good results in this field. On the other hand, they experienced negative emotions when they had to solve a problem of Physics and Chemistry, as well as, performing oral presentations.


Development of ICT applications to enhance the teaching and learning of science in grade of teacher in early childhood education at the University of Malaga

Santiago Rojano Ramos, María del Mar López Guerrero, Gema López Guerrero   226 - 232
The use of a blog can improve learning of experimental sciences, so a study has been developed. The blog as a strategy allows us to encourage the learning of students and their participation in the course. The study developed contains information about the use of the blog and its positive influence to improve the perception of students towards Chemistry. In quantitative terms, it was found that this tool increases the students´academic performance thanks to better assimilation of concepts. The sample has been divided into two groups, experimental and control group, the experimental group was involved in the development of the blog, and the control group did not have access to it. In both groups, the subject was developed in the same way, and the lecturer of the two groups was the same. The results showed that the experimental group improved their learning and raised their scores, compared to the control group. Furthermore, the experimental group completed a questionnaire in which they were asked for the usefulness of the blog. The results showed that the majority of students considered the use of blog in a positive way in order to improve the learning and understanding of the subject studied.


One hundred and one years after a milestone: Modern chemical weapons and World War I

Diego Vilches, Germán Alburquerque, Rodrigo Ramirez-Tagle   233 - 236
While chemical weapons have been used since the beginning of armed struggles, either for their flammable or toxic properties, it was only duringWorldWar I when what is known as ‘‘modern’’ chemical warfare began. July 28 marks the one hundred and one anniversary of the beginning of what is also known as ‘‘The Great War’’. This conflict created enormous consequences for society at the time, marking a before and after in the history of mankind, as well as being the genesis of modern chemical warfare.


In Memoriam

Aureli Caamaño Ros   237