The Positioning of Visual Representations As Epistemic Objects for the Teaching of Organic Chemistry

Abstract

Given that visual representations play a fundamental role in the construction of knowledge, we analyze their positioning as either technical or epistemic objects by preservice teachers. These representations positioned as technical objects have a predefined function, unlike those positioned as epistemic objects, which are open to investigation. Our analyses revealed that preservice teachers alternated the role of visual representations, positioning them as epistemic objects until they became technical ones and vice versa. By positioning visual representations as epistemic objects, preservice teachers explore and construct their knowledge about organic reactions, thus favoring learning. As an implications of this research, we argue that the teaching of organic chemistry can be enriched through an investigative approach that promotes the positioning of visual representations as epistemic objects, allowing students to construct and question their knowledge.