Assessment of electrochemical concepts: a comparative study involving senior high-school students in Indonesia and Japan

Abstract

Background and purpose: This study investigated Indonesian and Japanese senior high-school students' understanding of electrochemistry concepts. Sample: The questionnaire was administered to 244 Indonesian and 189 Japanese public senior high-school students. Design and methods: An 18-item multiple-choice questionnaire relating to five conceptual categories (reactions occurring during electrolysis, differences between electrolytic and voltaic cells, movement of ions in voltaic cells, poles in voltaic cells, voltaic cell reactions) was administered. Results: The findings of this study show that difficulties and alternative conceptions previously reported in the literature are held equally by students from a developing and developed country, Indonesian and Japan respectively. Conclusions: Collectively, the findings suggest that students' understanding of electrochemistry concepts is relatively weak. Students from both samples shared common difficulties and displayed several alternative conceptions dealing with electrolysis, electricity flow, the voltaic cell and the electrode reactions. Not surprisingly, the students displayed limited consistency in understanding of the concepts in the five categories. This study has implications for teaching and learning, particularly in classroom discussions using models and computer animations in order to reinforce understanding at the sub-microscopic level.

Mapping the knowledge structure exhibited by a cohort of students based on their understanding of how a galvanic cell produces energy

“…The last AC that the transfer of electrons for a redox reaction in a galvanic cell happens via the salt bridge is not new. It has previously been reported among students in the United States (Sanger & Greenbowe, ), South Africa (Huddle, White, & Rogers, ), Australia (Garnet, Garnet & Treagust, ), Japan (Rahayu, Treagust, Chandrasegaran, Kita, & Ibnu, ), and Indonesia (Rahayu et al, ). The movement of electrons, either through the solution, via the ions, through the salt bridge, or through some complete circuit involving the salt bridge has also been reported to be common misconceptions among students by the College Board (2013, 2012, 2010, 2004) in their reports related to conceptual questions on electrolytic cells (2013) and galvanic cells (2012, 2010, and 2004) for the AP Chemistry examinations.…”

Teaching and Learning Electrochemistry

“…The problem seems to be mainly mathematical. 2011 Rahayu et al [19] Indonesian and Japanese senior high-school students' understanding of: (a) reactions occurring during electrolysis; (b) differences between electrolytic and voltaic (galvanic) cells; (c) movement of ions in electrolytic cells; (d) poles in electrolytic cells; (e) electrolytic cell reactions. 2012 Sia, Treagust and Chandrasegaran [20] Students' understanding of 19 major principles of electrolysis.…”

“…Rahayu et al investigated Indonesian and Japanese senior high-school students' understanding of EC concepts. [19] A multiple-choice questionnaire was used, dealing with (a) reactions occurring during electrolysis, (b) differences between electrolytic and voltaic (galvanic) cells, (c) movement of ions in electrolytic cells, (d) poles in electrolytic cells, and (e) electrolytic cell reactions. It was found that the students' understanding of EC concepts was relatively weak, with students from both samples sharing common difficulties and alternative conceptions.…”

Teaching Electrolysis Using STSE Method, Multidisciplinary Approach

“…In addition to these alternative conceptions identified in Garnett and Treagust's (1992) study, Sanger and Greenbowe (1997) reported other students' notions including the beliefs that half-cell potentials are absolute and can be used to predict the spontaneity of individual half-cell reactions, and that electrochemical cell potentials are independent of ion concentrations. Research that is more recent reported the same difficulties also among high achieving pupils (Loh et al, 2014;Rahayu et al, 2011).…”

“…In the research of Rahayu et al (2011), it was mentioned that only a limited number of researchers focused on students from non-western regions (such as Asia and the Middle East). The present research focuses on a group of East Jerusalem Arab students, thus adds one more Middle Eastern group.…”