The nontransparency of images in the teaching and learning of Chemistry: the specificities in the ways of perceiving, thinking and acting

Abstract

This text aims to discuss the nontransparency of images by a research conducted in Chemistry classes developed and analyzed by a teacher/researcher. The discussions were based in historic-cultural benchmarks and they lead to the specificities in ways of perceiving, thinking and acting of different subjects concerning to the didactic mediating processes, which refer, e.g., to the importance of working the reading of images, of valuing the historicity of the processes of social constitution of the subjects and the meanings produced about the images, in order to propitiate interactions which empower the inter- and intrapsychic processes permeating the Chemistry/Science classes.

Keywords

• images
• nontransparency
• science/chemistry teaching