Using a Teaching Model to Correct Known Misconceptions in Electrochemistry

• Fiona Rogers ^[2] ; Penelope Ann Huddle ^[1] ; Margaret Dawn White ^[1]
  1. [1] University of the Witwatersrand

     University of the Witwatersrand

     City of Johannesburg, Sudáfrica

     
  2. [2] St Mary''s School
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 77, Nº 1 (January), 2000, págs. 104-104
• Idioma: inglés
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• Resumen

  • 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.