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

Abstract

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.

The Integration of Green Chemistry Principles into Small Scale Chemistry Practicum for Senior High School Students

“…Contextual learning related to daily life or local context is one of the goals of education for sustainability (UNESCO, 2017; Owens, 2017). However, "electrochemistry is one of the most difficult curriculum domains taught and learned in secondary school chemistry ranked by teachers and students" (Ahmad & Lah, 2013;Eggen, 2010;Supasorn, 2015). The students must deal with complicated reaction and concepts.…”

Conceptual Difficulties of Secondary School Students in Electrochemistry

“…Several research studies conducted to cope with identified conceptual difficulties. For example, using cooperative learning instruction (Acar & Tarhan, 2007), conceptual change instruction (Ozkaya, 2002), or use of designed teaching sequence (Ahmad & Lah, 2013). However, no research study proposed a proper instructional model that can be specifically prepared in the context of developing countries like Pakistan.…”

Learning Demand and Classroom Discourse Design Tools to Improve Students’ Conceptual Understanding of the Nature of Electrolytes

“…It can be said that the students who followed the normal way of teaching, did not demonstrate good conceptual understanding in the learning areas. This might be because the approaches used in normal classroom teaching did not provide enough support to establish the connections between these three levels of representation by using classroom discourse (although it could also be due to other factors as well) (Ahmad & Lah, 2013). For example, when teaching the nature and properties of electrolytes, if the scientific ideas are presented to the students using the lecture style method without asking them questions, this may lead to students easily forgetting what they had been taught.…”