Abstract
The aim of this chapter is to use a case study to illustrate the problems that students may encounter in one of the so-called critical topics of chemistry education, i.e. balancing redox reaction equations. The authors of the article present a model scheme for solving this problem and, using it, propose a learning procedure, the purpose of which is to diagnose and then eliminate problematic steps of the solution while simultaneously using constructive work with errors.
At the same time, they draw attention to the fact that the teacher's approach to students' mistakes has a great influence on creating a climate for working with mistakes, which are perceived in the classroom as a springboard for further learning. The presented text can be useful not only for teachers, but also for the field of "tutoring", which is not only currently becoming an important element of pedagogical intervention.