Model-based analysis of the impact of a teaching-learning sequence about carbonated drinks on students’ understanding of the dissolution of gases in liquids
Bibliographic Data
| ID | 21589459 |
|---|---|
| Authors | Joaquín Cañero-Arias (0000-0002-0214-752X, Universidad de Málaga, corresponding author), Ángel Blanco‐López (0000-0003-3628-0801, Universidad de Málaga), José María Oliva (0000-0002-2686-6131, Universidad de Cádiz) |
| Year | 2024 |
| Volume | 46 |
| Issue | 17 |
| Pages | 1848-1878 |
| Publication date | 2024-11-21 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2023.2300772 |
| OpenAlex | W4390691541 |
| Language | EN |
| Citations received | 1 |
| References cited | 52 |
This research integrates context-based learning and modelling. It presents a teaching-learning sequence (TLS) about the dissolution of gases in liquids using carbonated drinks as the context. The impact of the TLS is analysed in a longitudinal short-term study involving two groups of learners aged 13–14 years old (n=53). The results led us to infer five models explaining how carbon dioxide is distributed in a carbonated soft drink, categorized and ordered by increasing complexity as follows: Gas apart; Bubbles; Bubbles and something else; Dissolved gas; and Oversaturation. Some of these models reflected preconceived ideas based on students’ personal experience, while others emerged from the teaching. Three clusters of students were identified based on the frequency with which their responses were included in the models Dissolved gas or Oversaturation. Overall, the TLS shows potential as a framework for enhancing students’ knowledge. This is reflected in the fact that more advanced models of dissolution became increasingly identifiable in their responses as they worked through the activities, while less sophisticated ones were observed less frequently. Overall, nearly two-thirds of them demonstrated that they had acquired an understanding of the concept of dissolved gas. Some of the activities used seem to be particularly helpful in this respect
Carbon dioxide · Dissolution · Mathematics education · Physical chemistry · Chemistry · Design Education and Practice · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy · Geology
Modelling-based Teaching in Science Education
Research Methods in Education
Developing a learning progression for scientific modeling
Capturing and modeling the process of conceptual change
The meaning of ‘relevance’ in science education and its implications for the science curriculum
Situated learning in science education
Accommodation of a scientific conception
On the Nature of "Context" in Chemical Education
A Revision of Bloom's Taxonomy
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |