ERIC Number: EJ721447
Record Type: Journal
Publication Date: 2005-Sep
Reference Count: 45
How are the Concepts and Theories of Acid-Base Reactions Presented? Chemistry in Textbooks and as Presented by Teachers
Furio-Mas, Carlos; Calatayud, Maria Luisa; Guisasola, Jenaro; Furio-Gomez, Cristina
International Journal of Science Education, v27 n11 p1337-1358 Sep 2005
This paper investigates the views of science and scientific activity that can be found in chemistry textbooks and heard from teachers when acid-base reactions are introduced to grade 12 and university chemistry students. First, the main macroscopic and microscopic conceptual models are developed. Second, we attempt to show how the existence of views of science in textbooks and of chemistry teachers contributes to an impoverished image of chemistry. A varied design has been elaborated to analyse some epistemological deficiencies in teaching acid?base reactions. Textbooks have been analysed and teachers have been interviewed. The results obtained show that the teaching process does not emphasize the macroscopic presentation of acids and bases. Macroscopic and microscopic conceptual models involved in the explanation of acid-base processes are mixed in textbooks and by teachers. Furthermore, the non-problematic introduction of concepts, such as the hydrolysis concept, and the linear, cumulative view of acid-base theories (Arrhenius and Bronsted) were detected.
Descriptors: Textbooks, Grade 12, Chemistry, Higher Education, Science Education, Scientific Concepts, Science Teachers, Teaching Methods, Textbook Content, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 12; Higher Education
Authoring Institution: N/A
Identifiers - Location: Spain