Comparando la tabla periódica con un calendario: posibles aportaciones de los estudiantes al diálogo de construcción de analogías en el aula Authors José María Oliva Abstract In this paper, the analogy between the periodic table and the calendar is suggested as an approach to the teaching of the classification of the chemical elements. Also, the degree of self comprehension reached from the analogy for 13-14 year old students is analysed. The data provided shows only a partial understanding of the analogy, but the essence seems to be captured for a lot of students. Downloads Text complet (Català) Published 2010-09-16 Issue No. 6 (2010) Section Recerca en didàctica de la química License The intellectual property of articles belongs to the respective authors.On submitting articles for publication to the journal Educació Química, authors accept the following terms:Authors assign to Societat Catalana de Química (a subsidiary of Institut d’Estudis Catalans) the rights of reproduction, communication to the public and distribution of the articles submitted for publication to Educació Química.Authors answer to Societat Catalana de Química for the authorship and originality of submitted articles.Authors are responsible for obtaining permission for the reproduction of all graphic material included in articles.Societat Catalana de Química declines all liability for the possible infringement of intellectual property rights by authors.The contents published in the journal, unless otherwise stated in the text or in the graphic material, are subject to a Creative Commons Attribution-NonCommercial-NoDerivs (by-nc-nd) 3.0 Spain licence, the complete text of which may be found at https://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.en. Consequently, the general public is authorised to reproduce, distribute and communicate the work, provided that its authorship and the body publishing it are acknowledged, and that no commercial use and no derivative works are made of it.Educació Química is not responsible for the ideas and opinions expressed by the authors of the published articles.
