Abstract

Under Fondecyt 1095149 project, the Teaching Reflection Workshop (TRD) on "Science communication in the classroom and promotion of Scientific Thinking Skills" (CPC) was designed and conducted with four chemistry teachers of Middle School. During the workshop, the teachers designed and planned teaching and learning sequences (SEA) for the chemical bond, emphasizing argumentation and explanation. The speeches of one of the two teachers who participated in the activity following the methodological guidelines by Boulter (2000) are characterized and analyzed in this paper. The results indicate that the use of different systemic patterns allows us to study the discourses that emerge in chemistry class and are means for explaining the world. © Universidad Nacional Autónoma de México.