Students' Misconceptions in Electrochemistry Regarding Current Flow in Electrolyte Solutions and the Salt Bridge

Sanger, Michael J.; Greenbowe, Thomas J.

doi:10.1021/ed074p819

Cited by 130 publications

(132 citation statements)

References 16 publications

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“…One reason why students may have difficulty with the concepts of diffusion, osmosis and active transport is that these concepts require students to visualize and think about chemical processes at the molecular level (Johnstone & Mahmoud, 1980;Friedler et al, 1987;Westbrook & Marek, 1991). Studies have shown that instruction involving computer animations can facilitate the students thinking about chemical processes at the molecular level (Williamson & Abraham, 1995;Russel et al, 1997;Sanger & Greenbowe, 1997).…”

Section: Introductionmentioning

confidence: 99%

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Mohapatra¹

2013

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Educators often struggle when teaching various membrane transport processes because typically they have only two-dimensional tools to teach something that plays out in four dimensions. Research has demonstrated that visualizing processes in three dimensions aids learning, and animations are effective visualization tools for learners and aid with long-term retention. The purpose of this study was to explore how far the use of computer animations in membrane transport instruction can contribute to pre-service teacher trainees' understanding of concepts and processes in membrane functions. Two comparable groups of first year pre-service teacher trainees participated: The control group (30 trainees) was taught in the traditional lecture format, while the experimental or animation group (32 trainees) received instructions which were integrated with computer animations. Four instruments were designed and used in the study: a closed form statement based questionnaire, a multiple choice questionnaire, an open ended questionnaire and personal interview. Analysis of the pre-test and post-test results showed that the experimental group had significantly higher scores than the control group. This trend was also reflected in personal interviews. This clearly indicates that computer animations have deepened the understanding of various concepts and processes of membrane transport of experimental group teacher trainees compared to that of control group. On the basis of these findings, it is concluded that animations can provide learners with explicit dynamic information that is either implicit or unavailable in static graphics. Therefore, it is recommended that the use of computer animation, a type of instructional mode which is capable of transforming students from passive receptacles of knowledge into active learners, should be used to teach Biology.

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Section: Introductionmentioning

confidence: 99%

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Mohapatra¹

2013

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“…Previous studies (Bojczuk, 1982;Lee & Kamisah, 2010;Lin et al, 2002;Roziah, 2005) showed that the topic is difficult to learn because the concepts are abstract. Students often encounter misconceptions in the learning of this topic (Garnett & Hackling 1993;Garnett & Treagust 1992;Garnett et al 1995;Lee & Mohammad Yusof 2009;Lee 2008;Lin et al 2002;Sanger & Greenbowe 1997a;Sanger & Greenbowe 1997b). Macroscopically, students need to study the concepts of electrolytes and non-electrolytes, the electrolysis process and voltaic cells.…”

Section: Study Of Electrochemistrymentioning

confidence: 99%

“…Besides that, they also need to transform the process into chemical formulae and equations symbolically. Students face difficulties in understanding the abstract chemical processes especially on microscopic and symbolic levels (Garnett & Hackling 1993;Garnett & Treagust 1992;Garnett et al 1995;Lee & Mohammad Yusof 2009;Lee 2008;Lin et al 2002;Sanger & Greenbowe 1997a;Sanger & Greenbowe 1997b). Generally, some common misconceptions or problems faced by students in learning Electrochemistry are: (1) students are always confused between the flow of current in the conductors and in the electrolytes; (2) they cannot identify the anode and cathode/positive and negative terminal in the cell; (3) they cannot describe and explain the process happening at the anode and cathode; (4) they mix up the oxidation and reduction process at the electrodes; and (5) they are unclear about the concept of electrolyte (Lee & Mohamad Yusof, 2009;Lee, 2008).…”

Section: Study Of Electrochemistrymentioning

confidence: 99%

Interactive Multimedia Module with Pedagogical Agent in Electrochemistry

Osman¹,

Lee²

2012

Interactive Multimedia

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“…Research in chemistry education has shown that students often have difficulty in understanding chemistry concepts due to their abstract nature and many attempts have been made by researchers to assist students' learning by identifying the difficulties experienced by students and possible solutions to overcome this problem Greenbowe, 1997a and1997b;Niaz & Chacon, 2003;Ozmen, 2004;Ozkaya et al, 2006). There are three levels of representation of chemical phenomena: macroscopic, sub-microscopic and symbolic (Treagust et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

A Designed Teaching Sequence as a Tool to Improve Students’ Conceptual Understanding of the Conductivity in the Electrolytic Cell

Ahmad¹,

Lah²

2013

ASS

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This paper reports on a study to determine the efficacy of a teaching sequence following the Leeds model framework designed for a specific content of learning in electrochemistry. The design of the teaching draws upon theoretical insights into perspectives on learning and empirical studies to improve the teaching of this topic, specifically 'Electrolytic Cell'. A case study involving two classes, the Experimental and Baseline classes was carried out for 16-year-old Malaysian upper secondary school students. Also, eight classes of similar age in eight different schools who served as convenience samples (reference groups) were selected in order to compare the differences on their conceptual understanding in a wider sample. The evaluation of students' responses in one of the items in the post diagnostic test shows that there were significant differences in the experimental class students' performances in comparison to the baseline class students and the convenience samples. The experimental class students who followed the designed teaching sequence demonstrated better conceptual scientific understanding regarding the roles of ions and electrons in the conductivity of the electrolytic cell.

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Students' Misconceptions in Electrochemistry Regarding Current Flow in Electrolyte Solutions and the Salt Bridge

Cited by 130 publications

References 16 publications

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Interactive Multimedia Module with Pedagogical Agent in Electrochemistry

A Designed Teaching Sequence as a Tool to Improve Students’ Conceptual Understanding of the Conductivity in the Electrolytic Cell

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