The concept of pH and its logarithmic scale: A Micro Bit experience through inquiry, modeling, and computational thinking

Abstract

The present work describes an educational experience carried out in a secondary school in Spain, where the case of Tinto River is presented as a learning scenario to understand the concept of pH and its logarithmic scale. Through the use and programming of controller boards (Micro Bit) and sensors, this study aims to address the underlying level of abstraction and alternative conceptions related to these topics. The intention is to provide practical examples for the development of a teaching-learning sequence based on inquiry, modeling, and computational thinking. This sequence addresses a current socio-scientific issue, while also considering students’ comments, and considering the Spanish digital competence model. The analysis includes an evaluation of its strengths, weaknesses, opportunities, and threats. The results indicate that the sequence can be highly motivating in understanding the concepts presented and in acquiring digital competencies. However, it also reveals limitations in terms of time required and the complexity of its design.