The inclusion of the chemistry field of study in higher education science and technology curricula aims to develop professionals who are able to analyze and solve multidisciplinary problems in a sustainable and correct way. Attending students to assess the role of chemistry in their education is critical to increasing success and improving their future professional practice. This article presents a Many-Valued Empirical Machine designed to capture Students' Perception of Chemistry in Higher Education Programs. The applied problem-solving method is based on a symbolic/sub-symbolic line of logical formalisms that articulate with an Artificial Neural Network approach to computing, being grounded on a view to knowledge representation and argumentation that considers not only the data entropic states but also its inherent Predicative Vagueness.
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