Description

The combination of processes and threads constitutes one of the challenges of teaching history of chemistry in the courtly context. In the present study it is proposed the conceptual theoretical foundation of the joint of history of chemistry to the knowledge teaching, as a metascience which is consolidated through teaching, causing students to take ownership of new qualities and meanings, and recognizing the more relevant scientific tools to understand and explain the world holistically and not fragmented. Thus the implementation of educational tools arises from the treatment of the phenomenon of combustion, to contribute to the formation of a construction and integration of content allowing explaining and appropriating science from a new perspective.