Using a Systems Thinking Approach and a Scratch Computer Program To Improve Students’ Understanding of the Brønsted–Lowry Acid–Base Model

• Sungki Kim ^[2] ; Hee Choi ^[3] ; Seoung-Hey Paik ^[1]
  1. [1] Korea National University of Education

     Korea National University of Education

     Corea del Sur

     
  2. [2] Gwangju Science Academy For the Gifted, Republic of Korea
  3. [3] Bongmyung High School, Republic of Korea

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 12, 2019, págs. 2926-2936
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Numerous previous studies have reported the difficulties associated with learning the Brønsted–Lowry acid–base model. The Brønsted–Lowry acid–base model requires complex systems thinking because it considers random interactions between reactant and product particles and effective particle collisions in forward and reverse reactions. The system elements are dynamic, complex, and mutually independent. Furthermore, phenomena constantly change and interconnect with all elements of the system. Despite these difficulties, previous studies, thus far, have not reported methods that can effectively teach students the Brønsted–Lowry acid–base models, which require systems thinking. To solve this problem, we must understand the ontological attributes of science concepts, such as the Brønsted–Lowry acid–base model. In this study, we propose a Scratch program to help students understand the Brønsted–Lowry acid–base model.