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A novel tool to facilitate the learning of buffering mechanism by undergraduate students of the biological area
Author(s) -
Carvalho Eduardo O.,
Nantes Iseli L.
Publication year - 2008
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.20176
Subject(s) - buffer (optical fiber) , comprehension , base (topology) , mechanism (biology) , computer science , strong acids , chemistry , conjugated system , buffer solution , psychology , mathematics education , multimedia , chromatography , mathematics , organic chemistry , programming language , inorganic chemistry , polymer , mathematical analysis , telecommunications , philosophy , epistemology
Abstract In this study, the application and evaluation of a novel didactic tool (buffer kit) is described to make it easy for students in the biological area to overcome their conceptual deficiencies that render the learning of the buffering mechanism difficult. The buffer kit was constructed with double‐face EVA cards with a conjugated acid formula (H 2 CO 3 or H 2 O or H 3 O + ) printed on one face and the respective conjugated base formula (HCO − 3or OH − or H 2 O) printed on the reverse face. The conjugated acid and base faces were exposed after adding extra H + and OH − cards, representing the addition of strong acids and bases, respectively. The buffer kit was evaluated with regard to the efficiency of content comprehension and retention of the gain by challenging the students to answer four subjective questions one week after a regular teaching module about the buffering mechanism. For each evaluation round, the buffering mechanism was taught to the control student group without the support of the buffer kit and, to the test student group, an identical content was taught, however, supported by the buffer kit. The overall mean scores obtained by the students who accessed the buffer kit (5.0) were significantly higher ( p < 0.01) than the mean score of the control group (3.0), and the buffer kit increased twofold the percentage of students who gave more than 50% right answers. The use of the buffer kit was highly effective in improving the understanding of undergraduate students of the biological area about the buffering mechanism and the application of the Henderson‐Hasselbalch equation.