METACOGNITION AND CHEMICAL EDUCATION: AN EXPERIENCE IN TEACHING GEOMETRICAL ISOMERISM

The purpose of the work presented is to analyze a way to introduce the concept of geometrical isomerism within a metacognitive perspective. This research was conducted with six students from high school, whose task was to build and distinguish geometric isomers with models made of plastic balls. The results indicate that this type of activity was favorable for expression of metacognition and metavisualization and, to some extent; this may have helped the students to identify the cis and trans isomers, allowing the construction of the initial concept of geometrical isomerism. Furthermore, there was the identification of other factors that affected the development of the task, in particular, the visual skills that seem very important for the student to become metavisual.