Year: 2025
Type: article
Abstract: The problematization in the teaching and learning process values the construction of scientific knowledge through investigation, reflection, and the active participation of students in relevant everyday situations mediated by the teacher. This study aimed to develop a problem that would reveal students' understandings regarding acid-base theories in a General Chemistry course in higher education. Through questionnaires, the implementation of a case study, and observation, guided by the David Ausubel's Theory of Meaningful Learning, the results indicated that most students advanced in their descriptions acid-base theories but exhibited weak knowledge regarding electronic movements between acid-base species. Therefore, there is a need for teachers to pay attention to teaching chemical symbols and the representations illustrated and interpreted by the students, in order to motivate the reorganization of ideas and promote new meanings of chemical knowledge.
Institution: Universidade Estadual do Centro-Oeste
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410159671