Does the way charges and transferred electrons are depicted in an oxidation–reduction animation affect students’ explanations?

Cole, Martin H.; Fuller, Dana K.; Sanger, Michael J.

doi:10.1039/d0rp00140f

Cited by 1 publication

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“…This in-service education could include computer animations at the particulate level to help students develop and improve their conceptual understanding of electrochemistry topics (Cole, Rosenthal, & Sanger, 2019;Tsaparlis, 2019). However, care needs to be made so inaccurate visual images are avoided; even accurate visual images should be scrutinised for avoiding alternative conceptions by the students viewing them (Cole, Fuller, & Sanger, 2021).…”

Section: Implications For Teachingmentioning

confidence: 99%

High School and Preservice Chemistry Teacher Education Students’ Understanding of Voltaic and Electrolytic Cell Concepts: Evidence of Consistent Learning Difficulties Across Years

Rahayu

Treagust

Chandrasegaran

2021

Int J of Sci and Math Educ

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High school students learn the basic voltaic and electrolytic cell concepts during their last year prior to entering an undergraduate teacher-education science degree. During the four years of university, students complete a sequence of topics designed to build on conceptual understanding presented in previous years. At the end of their degrees, graduating students are expected to have developed a comprehensive understanding of the subject that they are required to teach. In this research, we designed and developed a 12-item diagnostic instrument which addressed 10 propositional content knowledge statements based on the Grade 12 chemistry curriculum that will be taught. In this cross-section study, 50 Grade 12 high school students and 216 preservice chemistry teacher education undergraduates in Years 1-4 responded to the Electrochemistry Conceptual Test (ECT) consisting of 12 twotier multiple-choice items. The instrument was content validated by authors and peers prior to administration and when implemented had a Cronbach alpha reliability coefficient of 0.64. Overall, the students across years possessed basic knowledge about electrochemical cells but frequently were unable to explain their knowledge. While the grand mean trend in understanding electrochemistry concepts from high school through university study did show some improvement, the mean scores remained relatively low and the year group means per item showed no such trend exacerbated by items having varying levels of difficulty. Based on this research, the lack in understanding about electrochemical concepts suggests that instruction in high school and ongoing university chemistry education faces ongoing challenges.

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Section: Implications For Teachingmentioning

confidence: 99%

High School and Preservice Chemistry Teacher Education Students’ Understanding of Voltaic and Electrolytic Cell Concepts: Evidence of Consistent Learning Difficulties Across Years

Rahayu

Treagust

Chandrasegaran

2021

Int J of Sci and Math Educ

View full text Add to dashboard Cite

show abstract

Does the way charges and transferred electrons are depicted in an oxidation–reduction animation affect students’ explanations?

Abstract: This study compares students’ explanations of the oxidation-reduction reaction between silver nitrate and copper metal after viewing a chemical demonstration and one of four different particulate-level computer animations. The animations...

Cited by 1 publication

References 20 publications

High School and Preservice Chemistry Teacher Education Students’ Understanding of Voltaic and Electrolytic Cell Concepts: Evidence of Consistent Learning Difficulties Across Years

High School and Preservice Chemistry Teacher Education Students’ Understanding of Voltaic and Electrolytic Cell Concepts: Evidence of Consistent Learning Difficulties Across Years

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