A protocol analysis of the influence of technology on students' actions,verbal commentary,and thought processes during the performance of acid-base titrations

We investigated students' initial and final understanding of acid-base concepts and their concurrent thought processes and actions during the process of acid-base titrations. Here we report students' actions and thought processes while titrating. Different levels of information were presented by three technologies: chemical indicators, pH meters, and microcomputer-based laboratories. We speculated that the level of information would influence students' actions and thought processes, as expressed in verbal commentary. Data were collected from 14 secondary chemistry students. Each student used one technology to titrate a strong acid, a weak acid, and a polyprotic acid with a strong base. They verbalized their thoughts while titrating. Students then graphed pH versus volume of base and discussed the titration with the investigator. Verbal commentaries were coded and analyzed for patterns in actions and for frequency of statement categories. Drawings were analyzed for shape, scale, and direction; discussions were analyzed for understanding of acid-base neutralization. We found that the technology's level of information affected the focus of students' observations. The microcomputer group focused primarily on the graph; other groups exhibited multiple foci. We speculate the screen display functions as an auxiliary short-term memory. The discussion data also reveal that students held three main ideas about how acids and bases behave when mixed. Implications for instruction are discussed.