The subject of buffer solutions in chemistry is a challenging concept for students to learn due to its abstract nature. The difficulties that students face in learning about buffer solutions can lead to poor performance and alternative conceptions about the topic. Development of successful conceptual understanding in order to solve buffer solution problems requires that students have factual knowledge, procedural knowledge, and conceptual knowledge about the topic. This research project of the City College of New York (a minority serving, public, urban, commuter institution) investigates some of the challenges that students face and approaches that students rely on to solve buffer related problems. A Likert-type survey with open-ended questions was used to assess the understanding of 102 participants. The data indicate that the principle barrier to learning about buffer solutions is students’ dependence on formulaic problem solving, calculator use instead of reliance on conceptual understanding. Furthermore, students face difficulties memorizing the large number of complicated formulas and equations necessary to solving buffer problems. The dominance of student strategies based on plug and chug problem solving likely hinders the development of conceptual understanding.

Investigating some of the students’ difficulties and approaches to solving buffer related problems

ACS Spring 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.