Resumen

ESCALONA, José  y  FONTAL, Bernardo. The paradigm of complex thinking in chemistry pedagogy: A vision from the matter’s atom. Educere [online]. 2008, vol.12, n.40, pp.23-29. ISSN 1316-4910.

The new approaches of chemistry pedagogy add varied strategies that aim to overcome the traditional passive model of teaching and its simplistic connotations. Because of this, the following essay takes on the topic of the matter and the atom from the paradigm of complexity as a methodological experience which goal is to tackle classroom work with an integrative approach in which the all illustrates the parts and the parts display the all. It is aimed to reflect, from chemistry, the way contexts go beyond simple and closed identities, are more than mere individualities and transcend the general laws that pretend to dominate the world of matter.

Palabras clave : complex thinking; atom; matter and didactics.

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