Metacognition and conceptual maps for understanding the effect of temperature on the reaction rate
A chemistry teaching that transcends memorizing and reproducing formulas has been an educational goal for many researchers. However, in the classroom, when it comes to chemical kinetics, the empirical and abstract nature of the subject generally prioritizes the poor reflective reproduction of concepts, which increases the probability of generating alternative conceptions in students. In view of this, the objective of this research is based on understanding how undergraduate students from a public university review and reconstruct the contents of chemical kinetics - with a focus on the influence of temperature on a reaction - and its relationship with representational levels, through of metacognitive strategies and the construction of a conceptual map. In the first stage of the research, a literature review was carried out to identify possible alternative conceptions about the factors that influence the speed of a reaction. The second stage of the study was data collection in the field, which permeated three moments: i) investigative experimental activity ii) metacognitive strategy, iii) elaboration of concept maps.