Chemical knowledge plays a central role in the economical and social development of a nation. Chemistry is considered a key science, which provides the means and meanings that fuel the advancement of other fields of knowledge. However, the public image of chemistry is often associated with negative facts and misconceptions. This paper addresses and discusses the public image of chemistry with two case studies: the public image of chemistry depicted in two major Brazilian newspapers and the Brazilian project for the International Year of Chemistry (IYC). Analysis of the newspaper data strongly suggests that the public image of chemistry is related to both the way news is written and the ability of the reader to identify the chemical knowledge actually present in the text. Analysis of IYC related data in the second case study depicted an optimistic panorama for the divulgation of chemistry at both national and local levels. A model for broad and effective initiatives for dissemination of chemistry is discussed. The need to keep science divulgation as the top agenda of the scientific community is also highlighted.

Visualization is a fast-growing field in science education. This review covers 171 articles published between 2001 and 2010 in 14 science education journals. Major findings include: i - despite the predominance of English speaking countries, interest in the topic has increased in several countries; ii - qualitative research is increasing, but quantitative methodologies prevail; iii - the role of peer interaction in group activities is little investigated; iv - research on the way students and teachers use visualization tools is increasing, but most publications focus on the tools; v - structure of matter remains the most common subject covered.

O objetivo deste estudo foi avaliar o desempenho de adultos normais brasileiros no Rey Auditory Verbal Learning Test (RAVLT), um teste destinado à avaliação da memória, e investigar a influência das variáveis idade, sexo e escolaridade no desempenho obtido, além de sugerir escores que possam ser utilizados na avaliação da memória segundo este instrumento. Foi avaliado o desempenho de 130 indivíduos, subdivididos em grupos de acordo com a idade e escolaridade. O desempenho geral no teste diminuiu com o aumento da idade. A escolaridade apresentou relação forte e positiva com os escores em todos os subitens analisados, exceto no aprendizado, no qual não foi verificada influência. As médias dos escores dos subitens analisados não foram estatisticamente diferentes entre homens e mulheres, exceto no subitem recordação tardia. Descrevemos os escores no RAVLT de acordo com faixa etária e escolaridade neste manuscrito.

The present study aimed to assess the performance of healthy Brazilian adults on the Rey Auditory Verbal Learning Test (RAVLT), a test devised for assessing memory, and to investigate the influence of the variables age, sex and education on the performance obtained, and finally to suggest scores which may be adopted for assessing memory with this instrument. The performance of 130 individuals, subdivided into groups according to age and education, was assessed. Overall performance decreased with age. Schooling presented a strong and positive relationship with scores on all subitems analyzed except learning, for which no influence was found. Mean scores of subitems analyzed did not differ significantly between men and women, except for the delayed recall subitem. This manuscript describes RAVLT scores according to age and education. In summary, this is a pilot study that presents a profile of Brazilian adults on A1, A7, recognition and LOT subitem.