A phenomenographic study of 10th grade students’ understanding of electrolytes

Lu, Shanshan; Bi, Hualin; Liu, Xiufeng

doi:10.1039/c8rp00125a

Cited by 7 publications

(8 citation statements)

References 17 publications

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“…The concept of electrolyte, which has an important role in the student's understanding of the behaviour of solutions, is an important concept in the chemistry program of many countries. Some researchers examined student alternative conceptions and levels of understanding of electrolytes, and also indicated that the concept of electrolyte was prerequisite for understanding of the further topics (Lu and Bi, 2016;Siswaningsih and Muchtar, 2017;Lu et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Exploring senior high-school students’ understanding of electrochemical concepts: patterns of thinking across Turkish and Indonesian contexts

Nakiboglu,

Rahayu,

Nakiboğlu

et al. 2024

Chem. Educ. Res. Pract.

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This study focuses on examining senior high-school students’ conceptual understanding and difficulties concerning electrochemistry and comparing patterns of thinking across Turkish and Indonesian contexts. The Electrochemistry Concept Questionnaire (ECQ) was applied to 516 Indonesian and 516 Turkish high school students right after the teaching of the electrochemistry topics. The ECQ contains 18 multiple-choice questions and these questions belong to five different categories: reactions occurring during electrolysis, differences between electrolytic and voltaic cells, movement of ions in voltaic cells, poles in voltaic cells, and voltaic cell reactions. At the end of the study, it was determined that both Indonesian and Turkish senior high-school students’ understanding of electrochemistry concepts was relatively weak and they shared common difficulties concerning electrochemical concepts. While there was no significant difference between the average scores of the students from both countries on the test, it was determined that there were some significant differences on the basis of questions. It has been concluded that students from both countries have alternative conceptions similar to those determined in previous studies such as “during electrolysis, the electric current produces ions” and “electrons migrate through the solution from one electrode to the other”. At the end of the study, the reasons for the similar results and the significantly different results for the students of the two countries to comprehend electro-concepts were discussed.

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Section: Discussionmentioning

confidence: 99%

Exploring senior high-school students’ understanding of electrochemical concepts: patterns of thinking across Turkish and Indonesian contexts

Nakiboglu,

Rahayu,

Nakiboğlu

et al. 2024

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

show abstract

“…Few studies have gone beyond specific knowledge to reveal students' understanding from the core ideas level. Currently, the main understanding of the interactions between particles included the notion that ionic compounds exist in solution as molecules and react with water through an acid-base reaction (Naah & Sanger, 2013); that bond breaking may be due to external forces, such as heat, stirring, and the impact of water (Abell & Bretz, 2018;Lu et al,2019;Smith & Nakhleh, 2011;Taber & García-Franco, 2010); and when two substances are mixed, the solvent does not play a role (Smith & Nakhleh, 2011). These ideas reflect the students' lack of understanding of the interactions involved in dissolution.…”

Section: Understanding About Dissolution Processmentioning

confidence: 99%

The Thinking of Students Aged 15-18 in Explaining the Dissolution Phenomenon

Shi

2023

JBSE

Self Cite

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Explaining natural phenomena by determining causal relationships is conducive to understanding scientific concepts. In science education, numerous studies examine students' causal reasoning. Given the importance of core ideas for students’ understanding of how and why a phenomenon occurs, the study focused on the relationship between students' understanding of atoms/molecules interactions and the nature of reasoning. This study drew on a framework that identifies essential components of students' reasoning, which was used to analyze the dissolution phenomenon in the example of salt in water. Students in grades 9-12 (N=147) explained the dissolution of salt. The results showed that there were five types of reasoning: simple descriptive, fuzzy causal, linear causal, interactive causal, and mechanistic. More students in higher than lower grades exhibited non-causal reasoning. Based on the students' drawings of atoms/molecules interactions, the study summarized performance in the association category. Students’ performance in drawing indicated that their understanding of particle interactions was limited. The results showed that there was a large correlation between understanding of the core ideas and reasoning types. Keywords: core ideas understanding, causal reasoning, dissolution phenomenon, small-sample qualitative study

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“…Electrolyte and nonelectrolyte solution topics have many concepts and theories. This material will be difficult to understand and cause misconceptions in students if the teacher does not involve submicroscopic representation in learning (Lu et al, 2019;Calik, 2005;Parlan et al, 2022).…”

Section: • Introductionmentioning

confidence: 99%

Untitled

2022

JPPK

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This study aims to develop items about chemical literacy in electrolyte solution materials and nonelectrolyte solutions. This research applies research and development methods with ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Instrument trial samples of 135 students of class XI and XII one of the senior high schools in Pasuruan Regency with the criteria of having received learning on electrolyte and nonelectrolyte solution topic. Content validation by expert validators shows an average value of 95% so it is categorized as excellent. The results of empirical validity showed the result that 25 questions were declared valid and reliable with a cronbach alpha value of 0.797. It can be interpreted that the question has a very high degree of consistency. Furthermore, the difficulty level of all question items is stated to be very good with 3 questions categorized as difficult and 22 questions categorized as moderate.

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A phenomenographic study of 10th grade students’ understanding of electrolytes

Cited by 7 publications

References 17 publications

Exploring senior high-school students’ understanding of electrochemical concepts: patterns of thinking across Turkish and Indonesian contexts

Exploring senior high-school students’ understanding of electrochemical concepts: patterns of thinking across Turkish and Indonesian contexts

The Thinking of Students Aged 15-18 in Explaining the Dissolution Phenomenon

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