JCE Online Journal of Chemical Education
 | Subscriptions  | Software Orders  | Support  | Contributors  | Advertisers  | 

JCE Print
   Current Issue
 Previous Issues
 Supplements
 Search JCE Index

JCE Digital Library
   DigiDemos
 QBank
 SymMath
 WebWare

JCE Software
   Latest Releases
 Software & Video
 Downloads
 Support

Only@JCE Online
   JCE Online Store
 JCE HS CLIC
 JCE Discussion Forums
   Biographical Snapshots
 ChemEd Resource Shelf
 Featured Molecules
 Hal's Picks
 Project Chemlab
 Reviewed WWW Sites
 "Web-Ed" Articles

About JCE
   Features
 Publications
 Operations
 Outreach
 Contact Us


  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
<< Previous Article Table of Contents Next Article >>
  Home > JCE Print > Journal of Chemical Education > Issues > 2000 > January > Page 104


Subscriptions
 Subscription Info
 Order Forms

JCE HS CLIC

Our Secondary School editors work hard to distill all the JCE materials to produce a fraction of particular interest to high school teachers. We call it CLIC.
 JCE HS CLIC

Contributions Welcome
JCE welcomes your submission
 Contributors' Corner

Advertisers
In recent years we have worked hard to better match our advertisers with our readers. When shopping for chemistry education materials, visit our advertisers' WWW sites first.
 Recent Advertisers

Be An Ambassador
Take JCE along on your outreach missions. Copies of the Journal, guest access to JCE Online, our publications catalog, and more are available for your participants.
 Outreach with JCE

Comments to
jceonline@chem.wisc.edu		 Copyright © Division of Chemical Education, Inc., American Chemical Society.
All rights reserved.