Genetic epistemological studies underlie the development of methodological proposals for education. In order to reach an inference about the cognitive structure of children and adolescents, experiments based on the Piagetian clinical method are performed with infralogical operations. In achieving these inferences, it is suggested to carry out chemistry experiments seeking representation of children and adolescents with respect to the actions and reactions of said experiments. In this study, we present for the first time in the literature correlations between the Piagetian clinical method and classic experiments performed in chemistry labs. Thus seeking the contributions of chemistry to explain phenomena and support the learning of children as an alternative to the education and consequentially development of children.
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