Teaching Buffer Solutions to High School Students through Inquiry-Based Learning

This paper utilizes inquiry-based science learning for the implementation of a teaching proposal in the unit of buffer solutions with high school students. The students are divided into groups and engaged in the process of performing the laboratory exercise, recording results, interpreting them, and achieving conceptual understanding through investigation. The purpose of this teaching proposal is the assimilation of the definition, function, composition, and preparation of buffer solutions as well as the concept of buffering capacity. A particular goal during the implementation was for students to overcome rote memorization and mere application of the Henderson–Hasselbalch equation and to gain a deeper understanding of what it actually expresses. Learning outcomes are achieved through guided questions based on students’ observations from the laboratory exercise and through active discussion in the classroom. The teaching proposal was implemented in three high schools (students grade 12) with notable success. The students participated universally, creating an atmosphere of enthusiasm and collaboration in the classroom. Despite their lack of laboratory experience, they made serious efforts to accurately execute the laboratory exercise and correctly record the results. Positive learning outcomes were recorded regarding the achievement of the goals we set. They faced difficulties in the understanding of buffering capacity in terms of its quantitative dimension. During the implementation of the activity, difficulties also arose due to some students’ weaknesses in mathematics. We believe that this teaching proposal can contribute to the better assimilation of a challenging unit such as buffer solutions.