The substance under abstract and concretion in chemistry teaching
DOI:
https://doi.org/10.22481/reed.v4i11.14054Keywords:
chemistry teaching, substance, mereologyAbstract
The purpose of this work is to investigate the meanings of the term "substance" in the field of Chemistry education and Philosophy, from the perspective of hylomorphism, considering the processes of abstraction and concretion of study objects in the pedagogical process. In this article, a bibliographical survey is conducted based on the perspectives of Silva and Amaral (2013), Aristotle (2002), Mário Ferreira dos Santos (1955), Newton da Costa (2018), and others, in order to discuss the senses and meanings underlying the term "substance" in the aforementioned knowledge areas. It is observed that, in the hylomorphic sense, substance conveys a broader meaning, also encompassing the scientific notion of the term. The use of the latter in Chemistry classes tends to stimulate the mereological perspective of physical reductionism. Therefore, the distance between these two fields of knowledge may have consequences for the processes of abstraction and concretion for students, especially by presupposing, even implicitly, a certain ontological cosmovision in linguistic expression.
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