Abstract
This study evaluated the use of a heuristic table as a pedagogical tool for solving the problems of gravimetric analysis by precipitation in analytical chemistry. Targeting undergraduate chemistry students, this study adopts a qualitative-quantitative approach and employs an action research methodology. The central hypothesis suggests that the heuristic table facilitates the interpretation, data organization, and analysis of gravimetric problems. The results indicated a significant improvement in students' understanding and skills following the introduction of the table, indicating its efficacy as a meaningful learning tool (p-value < 0.05). This study contributes to the development and validation of effective didactic methodological approaches in analytical chemistry to promote meaningful learning.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
