Abstract

CANERO-ARIAS, Joaquín; BLANCO-LOPEZ, Ángel  and  OLIVA MARTINEZ, José María. Representing solutions in fizzy drinks context. Educ. quím [online]. 2022, vol.33, n.1, pp.127-139.  Epub Nov 11, 2022. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2022.1.79316.

Chemical solutions constitute an important core concept for chemistry learning. In addition, its contextualized study looked from the students’ daily-life and through modeling practices can help to improve student interest in chemistry. This is the reason why we have chosen carbonated soft drinks as a context to teach and learn chemistry solutions in the classroom at the core of a research that tests, implements and assesses a teachinglearning unit, which combines contextualization and modeling approaches. Specifically, this article aims to characterize the final representations used by 15-year-old students, in order to detect difficulties and obstacles to take into account to improve the teaching-learning unit. The results obtained show the need of improvement of the students’ performance to represent at submicroscopic level the constituent ingredients, especially in the case of water and carbon dioxide and to intensify the existing connections among the components representations at that level and the properties of the solution. Moreover, the results also provide an indicator about the potential and the limitations of the teaching-learning unit utilized to foster students´ building of a model of solution accordingly with school science.

Keywords : Chemical solutions; modeling; context-based learning; fizzy drinks.

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