id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
cord-318562-jif88gof	Jiménez-Liso, Maria Rut	Changing How We Teach Acid-Base Chemistry: A Proposal Grounded in Studies of the History and Nature of Science Education	2020-08-15		.txt	text/plain	9892	412	48	Controversial moments in science from 1923, when three researchers (Bronsted, Lowry, and Lewis) independently enunciated two theories from two different paradigms (dissociation and valence electron), underpin our first sequence with an explicit NoS approach for both lower secondary school and upper secondary or university levels. In this theoretical article examining teaching practice, we want to focus on the historical development of acid-base theories (Arrhenius, Bronsted-Lowry and Lewis) to analyse the steps to follow to design sequences of activities for different NoS approaches. We examine conventional teaching approaches to the topic and its consequences in terms of students' alternative conceptions and their difficulties to transfer and apply knowledge and to recognize acid-base models' limits of applicability. The science education literature is replete with examples of the consequences for students' learning of this typical way of teaching acid-base content focused on the definition of its concepts and with two or three theories introduced simultaneously.	./cache/cord-318562-jif88gof.txt	./txt/cord-318562-jif88gof.txt