Contextualised chemical nomenclature

Traditionally, the teaching and learning of chemical nomenclature has been marked by a latent academicism in the treatment given to the names of substances and the rules for their expression and representation. This has led to a lack of interest in mastering this content, which is essential for understanding the language of chemistry. In this sense, this paper theorises the didactic treatment of chemical nomenclature and presents a methodology based on the relationship between this content and its application to life, contextualised in the domestic, popular, professional and work contexts. From the instrumental point of view, the methodology offers four didactic procedures, as a way to achieve the link between the cognitive and affective aspects of this content. Its application favours the articulation of academicism in the treatment of nomenclature with its social character, which is why it is particularly aimed at teachers and students who deal with the chemistry curriculum in their teacher training.