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  Home > JCE Print > Journal of Chemical Education > Issues > 2000  > January  >
Research: Science and Education
Chemical Education Research
Using a Teaching Model to Correct Known Misconceptions in Electrochemistry
Penelope Ann Huddle and Margaret Dawn White
Department of Chemistry, University of the Witwatersrand, P O Wits 2050, South Africa

Fiona Rogers
St Mary's School for Girls, Waverley, 2090, Johannesburg, South Africa

Cover
January 2000
Vol. 77 No. 1
p. 104
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.
More Information
*  Citation
 Huddle, Penelope Ann; White, Margaret Dawn; Rogers, Fiona. J. Chem. Educ. 2000 77 104.
*  Keywords
 Chemical Education Research; Electrochemistry; Teaching / Learning Aids; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 December 9, 1999
April 15, 2005
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