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http://dx.doi.org/10.5012/jkcs.2017.61.2.65

An Analysis of Chemistry Textbooks' and Teachers' Conceptions on Brønsted-Lowry Acid-Base  

Kim, Sung-Ki (Na-ju Highschool)
Park, Chul-Yong (Cheonan Middle School)
Choi, Hee (Yullyang Middle School)
Paik, Seoung-Hey (Department of Chemistry Education, Korea National University of Education)
Publication Information
Journal of the Korean Chemical Society / v.61, no.2, 2017 , pp. 65-76 More about this Journal
Abstract
The goal of this study was to discover factors of difficulties on learning Brønsted-Lowry acid and base focusing viewpoint of each definition. To achieve this, we were targeting statement of textbooks and perception of teachers that have a decisive effect on students' learning. Analysis of textbooks was performed for chemistry I of high school and EBS(total 6 textbooks) which dealt with Brønsted-Lowry definition. And a survey was conducted on 24 science teachers who had Brønsted-Lowry definition teaching experience. According to the textbooks analysis, characteristics of statement way were (1) statement without viewpoint of each definition, (2) convergent statement to Arrhenius. And features of teachers' perceptions were (1) teachers who have the only one viewpoint, (2) teachers with unawareness on coexisting reason of various definitions. All of these can be explained by absence from understanding viewpoints of Arrhenius and Brønsted-Lowry. To promote students' Brønsted-Lowry learning, students should obtain viewpoints of each definition. So we suggest that pre-service teacher training curriculum and statement way of textbook should reflect viewpoints of each definition.
Keywords
Acid-base definition; Viewpoint; Matter viewpoint; Process viewpoint;
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