The Contributions of the Cultural-Historical Development of Acid and Base Concepts for Chemistry Teaching
DOI:
https://doi.org/10.28976/1984-2686rbpec2020u157191Keywords:
acid-base concepts, historical-cultural theory, teaching chemistryAbstract
This paper aims to devise ways to overcome the fragmentation observed in the teaching of acid and base concepts, explaining the reasons for their elaboration and the relationships between the different concepts through its cultural-historical development. We carried out an analysis of the content of primary and secondary historical sources based on cultural-historical theory, which showed that these concepts develop in four phases, characterized by: empirical properties, chemical composition, composition and dissociation and/or association reactions, atomic-molecular structure and addition reactions. Such results suggest that teaching should follow the development of concepts so that students can understand the various processes of conceptual elaboration and their relationships, paying attention to the different characteristics attributed to materials, both empirical and theoretical. Furthermore, teaching can contribute to the understanding of the theoretical and abstract character of acid and base concepts and their varying degrees of generality, associated with their capacity for discrimination and their usefulness for substances classification. Finally, we encourage further integration of this research.
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