Search

This article is framed by laboratory experiments directed from synthetic and illustrative flow charts, which promote a structured approach to the concept of pH, and their relation with the acid- base behavior and buffer solutions. To teach such concepts necessitated the development and standardization of three types of pH indicator paper as well as the use of natural substances such as red cabbage, red rose petals and the curry which are easily found in the market and present a chemical behavior that allows the consolidation of such structuring concepts. This aspect was evident in the subsequent application to a number of substances for everyday use, in several ranges of the pH scale, achieved from a collection of buffer solutions prepared in advanced by students. [ABSTRACT FROM AUTHOR]

This paper analyzes the comments that were published (Olivares Campiño, 2014) in response to a previous article of mine on the teaching of chemical formulation in the secondary school classroom (Fernández González, 2013). It highlights the disparity between the science teaching approach in my article and the discipline-oriented approach in the comments responding to my article. The author of the response interprets the differences between the two approaches as errors when these differences actually stem from a process of didactic transposition that adapts expert knowledge to the needs of secondary school students. This paper defends the coherence of my proposal for the teaching of chemical formulation, which is based on the historical atomic model and the concept of valence. This proposal is thus a science classroom model, which can change and evolve as the student reaches higher academic levels. Without a single reference to PCK, the response to my article mainly focuses on aspects related to norms and standards as well as to the discipline itself. This paper satisfactorily addresses these criticisms and underlines that formulation is a means of learning Chemistry and should not be conceived as an end in itself. [ABSTRACT FROM AUTHOR]

In this paper, the importance of the active role of the student in the classroom, when they are learning with analogies in chemistry education, is justified. In this context, the value of the monitoring paper of the teacher in the teaching with analogies is also analysed. Finally, in order to facilitate the analogical thinking of the students, several options and examples of learning tasks with analogies are pointed out. [ABSTRACT FROM AUTHOR]

The study of natural sciences in the second year of Secondary Education must be complemented with a visit to the laboratory, where experiments should be performed. The curriculum emphasizes the initial basis of Chemistry and the study of reactions. In this paper we describe a laboratory experience, useful for understanding the concept of chemical change. Also, we present the hypothesis that a chemical reaction was used in the classic movie The Ten Commandments. [ABSTRACT FROM AUTHOR]

This paper describes an educational experience with students of Secondary Education, which used the recording, edition and diffusion of digital-video Physics and Chemistry laboratory experiences, as a tool of the process of teaching and learning. [ABSTRACT FROM AUTHOR]