Teaching Chemistry Based on the Stimulus Equivalence Model

Abstract

This study aimed to verify the effects of a procedure, based on the stimulus equivalence model, to teach naming 10 chemical elements, from their symbolic representations and their respective numbers and atomic models. Eight high school students participated. Four classes of stimuli were used: (A) name; (B) symbol; (C) atomic number; (E) atomic model of chemical elements. The following were performed: evaluation of the initial repertoire; teaching of conditional relations and testing of emergence of new conditional relations; evaluation of the final repertoire. From the teaching of three relations (AB, BC and BE), almost all participants presented at least 90% of correct answers (hits) in nine relations (BA, CB, AC, CA, EB, AE, EA, CE, EC); in the chemical elements naming (BD, CD and ED), seven participants obtained at least 80% of hits. The efficiency of teaching procedure for chemistry learning at the high school level has been verified.

Using Stimulus-Equivalence Technology to Teach Skills About Nutritional Content

“…The goal of the present experiment was not to compare different methods for promoting knowledge about nutrition but rather to show how procedures based on stimulus-equivalence technology can be used to foster learning abilities within a specific context (e.g., de Abreu César & Moroz, 2018;Walker & Rehfeldt, 2012). The reason for using such technology is based on a substantial amount of research showing that training a few relations, will produce a larger number of relations that are not directly trained.…”