Scientific literacy’s promotion valued through representational levels in a chemistry textbook

Abstract

It’s known that textbooks are present on Chemistry Teaching as a guiding tool for knowledge construction, which can be valued by their efficiency through many instruments. Johnstone (1993) considers that chemical concepts, when understood, should integrate three representational levels: macroscopical, symbolical and submicroscopical. Considering all of this, this work seeks to analyze if one of all approved textbooks by National Program of Textbooks (PNLD), in 2018, contains three levels. It was analyzed “chemical transformations” content, through Content Analysis optical, embracing as priori categories the representational levels. This work showed that the chosen book contains all three levels, becoming an instrument that can help on understanding chemical contents, contributing to practical scientific literacy individual development.