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Using a Teaching Model to Correct Known Misconceptions in Electrochemistry
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Abstract
Several misconceptions in electrochemistry have been identified in the literature. No concrete suggestions for remediation of these misconceptions have been proposed. A concrete teaching model for electrochemistry is presented here. It addresses many common student misconceptions about current flow by demonstrating what is occurring at the microscopic level in an electrochemical cell. Both the scope and limitations of the model are discussed. The model was piloted on grade 12 school pupils before being tested on university students. A questionnaire consisting of eight items was administered to three classes of chemistry I students at the University of the Witwatersrand prior to their seeing the model. The dangers of multiple choice questions as a means of determining student understanding of chemical concepts were exposed. The model was then demonstrated to two of the classes. Statistical analysis using a 1-tailed Z-test showed that the use of the model led to significant improvements (0.000 < p < 0.002) in the post-test scores of the experimental groups relative to the control group to indicate current flow in the electrolytes and salt bridge at the microscopic level.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Chemical Education ResearchKeywords (Pedagogy):
Misconceptions / Discrepant EventsKeywords (Subject):
ElectrochemistryCiting Articles
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This article has been cited by 7 ACS Journal articles (5 most recent appear below).
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Kenneth A. Walz , Sara C. KerrJournal of Chemical Education2007 84 (10), 1693"Holes" in Student Understanding: Addressing Prevalent Misconceptions Regarding Atmospheric Environmental Chemistry
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Pasl A. JalilJournal of Chemical Education2006 83 (1), 159A Procedural Problem in Laboratory Teaching: Experiment and Explain, or Vice-Versa?
Pasl A. JalilJournal of Chemical Education2006 83 (1), 159This work describes two different approaches to teaching the laboratory segment of a freshman chemistry course. In Approach I, each experiment was explained and demonstrated to the students before they participated; the expected results were also ...
A Historical Analysis of the Daniell Cell and Electrochemistry Teaching in French and Tunisian Textbooks
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Ahlem Boulabiar , Kamel Bouraoui , Maurice Chastrette and Manef AbderrabbaJournal of Chemical Education2004 81 (5), 754French textbooks from 1840 to the last reform and three recent Tunisian textbooks were studied to analyze how electrochemistry, and particularly the Daniell cell, was presented to students in secondary school. The technical and historical importance of ...
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- Received: August 03, 2009
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