Investigating Students’ Reasoning about Acid–Base Reactions

Melanie M. Cooper ^[3] ; Hovig Kouyoumdjian ^[1] ; Sonia M. Underwood ^[2]
1. [1] York University (Canadá)
  
  York University (Canadá)
  
  Canadá
2. [2] Florida International University
  
  Florida International University
  
  Estados Unidos
3. [3] Michigan State University
  
  Michigan State University
  
  City of East Lansing, Estados Unidos
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Localización: Journal of chemical education, ISSN 0021-9584, Vol. 93, Nº 10, 2016, págs. 1703-1712
Idioma: inglés
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Resumen
- Acid–base chemistry is central to a wide range of reactions. If students are able to understand how and why acid–base reactions occur, it should provide a basis for reasoning about a host of other reactions. Here, we report the development of a method to characterize student reasoning about acid–base reactions based on their description of what happens during the reaction, how it happens, and why it happens. We show that we can reliably place student responses into categories that reflect the model of acid–base reactivity used and whether the students invoke an electrostatic causal argument. However, the quality of student responses is highly dependent on the structure of the task prompt, which must be structured to provide students with enough information for them to understand what is needed. In general, students who construct responses that invoke a causal mechanistic Lewis model are more likely to draw appropriate curved arrow reaction mechanisms.