Conceptual Difficulties of Secondary School Students in Understanding Acid-Base Chemistry (original) (raw)
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Conceptual Difficulties of Secondary School Students in Electrochemistry
Asian Social Science, 2014
This study designed primarily to explore conceptual difficulties of secondary school students to understand the basic features of the concept of electrochemistry like redox reactions, galvanic and electrolytic cells. Furthermore, the factors that cause the conceptual difficulties of secondary school students in electrochemistry also investigated. Mixed method research design adopted to achieve the objectives of the current study. Three (3) government secondary schools selected by using the cluster random sampling technique within Bahawalpur City of Pakistan. Then 144 chemistry students of IX class purposively selected as sample of the study. Conceptual difficulties of secondary school students in electrochemistry investigated by developing a special test instrument tagged as Test designed to measure the Conceptual Difficulties in Electrochemistry (TCDE). Eminent experts of chemistry education validated TCDE. A pilot test established to find its reliability by test re-tests method and the correlation coefficient (r) was 0.96. The Cronbach alpha coefficient also calculated to measure the internal consistency of instrument through SPSS, and its value was 0.87. Thirty students selected purposively based on the result of TCDE for semi-structured interview. The result showed that 67% of the concept-based items designed in electrochemistry were difficult to understand by secondary school students. Poor background of knowledge, absence of teaching aids, and misunderstanding of language caused conceptual difficulty in comprehension. The findings suggested some recommendations to expedite better understanding of the chemistry students.
Journal of physics, 2020
This study aims to determine misconceptions on electrochemistry on the students of Chemistry Education Study Program UIN Antasari. The qualitative descriptive approach in this study was used to identify student misconceptions using the four-tier test. There are four (4) test levels which include: (1) multiple-choice with C2-C6 level, (2) confidence rating of the answer beliefs, (3) reasons for the answers, and (4) confidence rating of the reasoning beliefs for the answers. The three criteria used in the level of misconception consist of high, medium and low criteria. The results show that the students of the Chemistry Education Study Program of UIN Antasari experience misconception with moderate criteria on all electrochemical concepts which include the concepts of species undergoing oxidation and reduction in both Voltaic and electrolysis cells. Student's misconception about the direction of electron flow, the condition of electron flow during electrolysis, and cathodic protection of iron.
Journal of Research in Science Teaching, 1992
This research investigated students' understanding of electrochemistry following a 7-9week course of instruction. A list of conceptual and propositional knowledge statements was formulated, and this provided the framework for semistructured interviews that were conducted with 32 students in their final year of high school chemistry, following instruction in electrochemistry. Three misconceptions identified in this study and five which have been reported earlier are incorporated into an alternative framework about electric current. The framework is grounded 0
Alternative Framework in Electrochemistry among Secondary Schools Students in Johor, Malaysia
International journal of interactive mobile technologies, 2024
The presence of an alternative framework in the students' minds acts as the main hindrance to students exhibiting profound understanding of scientific concepts, which in turn promotes the application of scientific knowledge to solve daily life context problems. This research is done in two phases. In the first phase, the research aims to identify the alternative framework among students on the concept of electrochemistry, and in the second phase, it develops an instructional module for secondary school students on the concept of electrochemistry by using the five-phase Needham constructivism model approach to overcome the alternative framework that exists in the students' minds. In this paper, however, only the findings of the first phase are reported. The instrument used for this study is the electrochemistry test developed based on previous research and validated by experts. This paper and pencil test is used in the first phase of the research as a data collection tool. This research adapted a quantitative research design. The data from the electrochemistry test is analyzed using statistical packages for social sciences (SPSS) 20.0 to get the descriptive data as findings of the first phase of the study. The findings of the first phase of this study indicate that the conceptualization level of students in electrochemistry is poor. Multiple alternative frameworks among students were identified from the analysis of the students' responses. This study contributed to existing literature by identifying the alternative frameworks present precisely in electrochemistry. The study recommends incorporating mobile technologies in the data collection process and in developing online instructional modules to be more accessible to educators throughout the country and to steer the chemistry education world to a higher level in the Malaysian education system. Enlightening the alternative framework existent in the students' knowledge schemata immensely facilitates educators worldwide in planning their instructional approach in the classroom for this specific scientific concept.
Journal of the International Centre for Science, Humanities and Education Research, 2021
This study was conducted to identify concepts perceived difficult by chemistry students in senior secondary school in Makurdi Local Government Area of Benue State, Nigeria. A total of 85 senior secondary two (SS2) and SS3 students and 15 (fifteen) teachers were randomly selected from five senior secondary schools in Makurdi Local Government Area of Benue State. A 30-item questionnaire was administered to the respondents. Mean, Percentage, Standard deviation and ttest statistics were used to analyze data collected. Findings show that students perceived 15 out of 19 concepts difficult to comprehend in chemistry. Some of the concepts include ionization, chemical kinetics, redox reaction, isomerism, quantum numbers, stiochemistry, hydrophobic, enthalpy, mole concepts among others. The study also revealed that gender influences both the students' and teachers' perception of difficult concepts in chemistry, however only 4 concepts were identified to be difficult by teachers. While there are significant differences between male and female students (9 out of 19) as well as teachers (7 out of 19) in their mean difficulty in some concepts, most of the concepts revealed no significant differences (that is, 10 for students and 12 for teachers). The study recommends that school authorities should establish a functional supervisory or checking team saddled with the responsibility of ensuring that educational standards are adhered to with emphasis on state of laboratories. This team should also ensure checking of students' performance and get to dialogue with them to note challenges with the aim of proffering solutions. Areas of difficulties identified by students should be noted and the Chemistry department with its team of teachers devising means on how to make students understand the concepts identified as difficult.
Journal of Science Education and Technology, 2003
Recent research in chemistry education has shown an increasing interest in the facilitation of conceptual change in student understanding of chemical concepts. Most of the studies have tried to show the difference in student performance on algorithmic and conceptual problems. The objective of this study is to go beyond and design a teaching strategy based on two "teaching experiments" that could facilitate students' conceptual understanding of electrochemistry. The study is based on two sections (control, n = 29; experimental, n = 28) of 10th grade high school students at a public school in Venezuela. Experimental group participated in two teaching experiments designed to generate situations/experiences in which students are forced to grapple with alternative responses leading to cognitive conflicts/contradictions. Results obtained show that learning electrochemistry involves both algorithmic and conceptual problems. On Posttest 1, 93% of the experimental group students responded correctly, in contrast to 39% of the control group. On Posttest 2, 39% of the experimental group responded correctly, in contrast to 0% of the Control group. The difference in performance on both posttests is statistically significant ( p < 0.001). It is concluded that the "teaching experiments" facilitated students' understanding (progressive transitions) of electrochemistry.
Prospective teachers’ conceptual understanding of electrochemistry: Galvanic and electrolytic cells
2003
This study investigated prospective chemistry teachers' conceptual difficulties in understanding basic aspects of electrochemistry related to galvanic and electrolytic cells. It was conducted with ninety-two prospective teachers who were students in the final year class at Marmara University, Atatürk Faculty of Education and had received both classroom and laboratory instruction on electrochemistry for about three and a half months (3 hours per week for both classroom and laboratory instruction). Fifteen volunteers from among the group were first interviewed for about 40-45 minutes. After the interviews, a test of 27 multiple-choice questions, consisting of assertion-reason statements and a set of alternative answers, was administered to all subjects. This study was able to identify new electrochemical misconceptions as well as some of those previously reported. The results show that students from different countries and different levels of electrochemistry study have similar difficulties and suggest that concepts are presented to them poorly. It also discusses some of the possible origins of these misconceptions.
Students’ and Teachers’ Alternative Conceptions About Electrochemistry
2017
The aim of this research was to explore the alternative conceptions about galvanic cells by both teachers and students. The achievement of students has been low in the galvanic cells questions over the past years which is of a great concern and had not been researched on, in Mpumalanga, South Africa. The main research question was: How can teachers’ and students’ alternative conceptions about galvanic cell in electrochemistry be addressed to improve students’ achievement? Research efforts had been on teaching strategies to address alternative conceptions about galvanic cells and no studies available to the researchers, have been reported on the latest alternative conceptions nor reported on how teachers had tried to address these alternative conceptions in recent times. Alternative conceptions about galvanic cells, teaching strategies and teaching approaches form part of the conceptual framework. Convergent mixed method with teachers’ and students’ questionnaires, teacher and studen...
South African twelfth grade students' conceptions regarding Electrochemistry
Journal of Education and Learning (EduLearn), 2020
This current study explored twelfth-grade students' conceptions regarding electrochemistry in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga province of South Africa. The sequential explanatory design was used to gather and analyse quantitative data first before gathering and analysing qualitative data for the current study. In the 2015 academic year, a sample of 10 twelfth-grade physical sciences students from four intact science public high schools was conveniently selected to participate in the current study after analysing the results of the quantitative data. Thirteen questions in which at least 30% of students showed misconceptions were selected for the interview. The result of the interviews indicated that students in the experimental group (EG) had more accurate concepts related to the function of the salt bridge in galvanic cells and the concept of electrical neutrality of anodes and cathodes compared to the control group (CG). Both the EG and the CG had the same viewpoints related to oxidation numbers, electrode potential, Emf calculations, and the identity of electrodes in galvanic cells and electrolytic cells when the placement of the electrodes was altered. However, students in both groups had limited knowledge about electrolytic cells, although the CG had more limited comprehension. It was recommended that educators teach concepts as much as they teach algorithms.