Learning acidity in the context of molecular gastronomy through argumentation – Making of a blueberry trio

Linnea Töyrylä; Maija Aksela; Anu Hopia; Erik Fooladi

doi:10.31129/lumat.v1i2.1119

Learning acidity in the context of molecular gastronomy through argumentation – Making of a blueberry trio

Authors

Linnea Töyrylä Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki, Finland • linnea.toyryla@gmail.com
Maija Aksela Unit of Chemistry Teacher Education, Department of Chemistry, University of Helsinki, Finland • maija.aksela@helsinki.fi
Anu Hopia Functional Foods Forum, University of Turku, Finland • anu.hopia@gmail.com
Erik Fooladi Volda University College & Norwegian Centre for Science Education, Norway • ef@hivolda.no

DOI:

https://doi.org/10.31129/lumat.v1i2.1119

Abstract

The aim of the new material is to support students’ learning of chemistry: acidity and pH-indicators, especially anthocyans, and their argumentation. The material presented here was tested with both teachers and students. This material can be used with elementary school students and high school students. It is also an example on how to bring molecular gastronomy and food chemistry into the chemistry teaching.

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Published

2013-05-30

How to Cite

Töyrylä, L., Aksela, M., Hopia, A., & Fooladi, E. (2013). Learning acidity in the context of molecular gastronomy through argumentation – Making of a blueberry trio. LUMAT: International Journal on Math, Science and Technology Education, 1(2), 233–238. https://doi.org/10.31129/lumat.v1i2.1119