SCIENTIFIC LANGUAGE RHETORIC: FROM THE THEORETICAL BASIS TO THE PRODUCTION OF DIDACTIC MATERIAL FOR UNDERGRADUATE CHEMISTRY TEACHING

This work is part of a study that focused on analyzing the contributions of didactic activities related to scientific language rhetoric characteristics aimed at developing students' abilities to identify such characteristics in chemistry scientific texts and critical reading of those texts. In this study, we present the theoretical basis adopted to determine the scientific discourse characteristics and for the production of the didactic material used in those activities. Latour, Coracini and Campanario studies on persuasive rhetorical strategies present in scientific articles aided the production of such material.

INVESTIGATING THE PRESENCE OF THE HISTORY OF SCIENCE IN UNIVERSITY GENERAL CHEMISTRY TEXTBOOKS

INVESTIGATING THE PRESENCE OF THE HISTORY OF SCIENCE IN UNIVERSITY GENERAL CHEMISTRY TEXTBOOKS. This paper aims at analyzing the history of science content of three general chemistry textbooks used in Brazilian universities: the translations of Kotz and Treichel's Chemistry & Chemical Reactivity, Atkins and Jones's Chemical Principles, and Garritz and Chamizo's Quimica. Results revealed different trends for the inclusion of history of science in chemistry teaching. Katz & Treichel and Atkins & Jones used history mainly as curiosity and ornament. Garritz & Chamizo adopted the historical approach as one of the organizing axis of their textbook. Nevertheless, the historical content of the three textbooks may be criticized from current historiographical standpoint.

VIBRATIONAL ANALYSIS OF COORDINATION COMPOUNDS OF NICKEL (II): AN APPROACH TO THE TEACHING OF POINT GROUPS

VIBRATIONAL ANALYSIS OF COORDINATION COMPOUNDS OF NICKEL (II): AN APPROACH TO THE TEACHING OF POINT GROUPS. This paper presents an IR and Raman experiment executed during the teaching of the course "Chemical Bonds" for undergraduated students of Science and Technology and Chemistry at the Federal University of ABC, in order to facilitate and encourage the teaching and learning of group theory. Some key aspects of this theory are also outlined. We believe that student learning was more significant with the introduction of this experiment, because there was an increase in the discussions level and in the performance during evaluations. This work also proposes a multidisciplinary approach to include the use of quantum chemistry tools.