Análisis de la comprensión y razonamiento epistémico de los estudiantes sobre los equilibrios de solubilidad

  1. Domínguez Sales, M. Consuelo 1
  2. Guisasola, Jenaro
  3. González-Mendia, Oskar 2
  4. Zuazagoitia, Daniel 2
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Año de publicación: 2023

Volumen: 41

Número: 2

Páginas: 47-69

Tipo: Artículo

DOI: 10.5565/REV/ENSCIENCIAS.5764 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Resumen

Los equilibrios de solubilidad constituyen un contenido esencial del currículum educativo de química introductoria. Para detectar las dificultades de aprendizaje del alumnado respecto a la forma en que se alcanza dicho equilibrio y qué sucede durante este proceso, se ha diseñado un cuestionario de preguntas abiertas. Las respuestas se analizaron mediante un análisis fenomenográfico, lo que permitió definir categorías interpretativas del conjunto del alumnado. El análisis epistemológico de los argumentos ofrece «explicaciones intermedias» entre ideas ingenuas e ideas científicas, además de respuestas fragmentadas e inconsistencia interna. Los resultados muestran que la comprensión de los equilibrios de solubilidad se ve dificultada por deficiencias en la comprensión de los conceptos de equilibrio, solubilidad de una sal y saturación de la disolución, así como los problemas para relacionarlos.

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