Teaching-Learning of Chemistry: Analysis of Representations of Learners on the Modeling of Chemical Transformation

A study of a sample of students in secondary education Morocco has shown that the majority of them do not have adequate representation of the concept of model or models in the scientific sense. Another fundamental problem was identified that is difficult for students to distinguish what is transformation what is reaction. Thus, an overhaul of the education system is critical to the utility implementation of learning that sets the one hand, the necessary relationship between the registry and the empirical models, and which involve other teachers by inviting them to change their own conceptions and representations and their mastery of the difficulties that students encounter on the distinction between transformation and reaction.