KMID : 1059520170610020065
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Journal of the Korean Chemical Society 2017 Volume.61 No. 2 p.65 ~ p.76
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An Analysis of Chemistry Textbooks' and Teachers' Conceptions on Br©ªnsted-Lowry Acid-Base
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Kim Sung-Ki
Park Chul-Yong Choi Hee Paik Seoung-Hey
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Abstract
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The goal of this study was to discover factors of difficulties on learning Br©ªnsted?Lowry acid and base focusing viewpoint of each definition. To achieve this, we were targeting statement of textbooks and perception of teachers that have a decisive effect on students' learning. Analysis of textbooks was performed for chemistry I of high school and EBS(total 6 textbooks) which dealt with Br©ªnsted?Lowry definition. And a survey was conducted on 24 science teachers who had Br©ªnsted? Lowry definition teaching experience. According to the textbooks analysis, characteristics of statement way were ¨ç statement without viewpoint of each definition, ¨è convergent statement to Arrhenius. And features of teachers' perceptions were ¨ç teachers who have the only one viewpoint, ¨è teachers with unawareness on coexisting reason of various definitions. All of these can be explained by absence from understanding viewpoints of Arrhenius and Br©ªnsted?Lowry. To promote students' Br©ªnsted?Lowry learning, students should obtain viewpoints of each definition. So we suggest that pre-service teacher training curriculum and statement way of textbook should reflect viewpoints of each definition.
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KEYWORD
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Acid-base definition, Viewpoint, Matter viewpoint, Process viewpoint
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