Junior High School Pre-service Science Teachers’ Familiarity, Conceptual Understanding and Interest in Electrochemistry

Mumba, Frackson; Banda, Asiana; Chabalengula, Vivien Mweene

doi:10.1080/18117295.2018.1475282

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…According to Deci & Ryan (1991), interest is a motivating factor that encourages the students to learn. So when students do not have interest, they are not motivated to learn (also in Mumba et al, 2018). In the electrochemistry topic, when the teaching content focuses more on the theory, this can create low motivation and low achievement in students' learning (Widodo, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

Ahmad

Yakob

Bunyamin

et al. 2021

JPII

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Electrochemistry is difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that students can visualize and improve their understanding of chemistry by using interactive computer animation and simulation. This study reports the effect of interactive computer animation and simulation module named “Interactive Electrolysis of Aqueous Solution” (IEAS) developed to aid students in learning electrolysis. A pre and post-test control quasi-experimental design was carried out to investigate the effects of the IEAS on students’ achievement and motivation in electrochemistry topics. This study involved 62 16-years-old male students from two different secondary schools. Pre and post electrochemistry achievement tests (EAT) and pre and post- Instructional Material Motivation Surveys (IMMS) were used. For EAT, using one-way ANOVA, it shows that there was a significant difference in the post-test mean score in this study on the understanding of the electrolysis concept between students in the treatment and control groups [F (1, 60) = 5.15, p <0.05]. The qualitative results also provided evidence that the students in the treatment group had a better conceptual understanding than the control group, especially at the microscopic representation level. For the IMMS test, there was a significant difference between the treatment and control groups in terms of the mean score of the post motivation IMMS test where p <0.05 in chemistry learning [F (1,59) = 266.89, p <0.05]. Thus, it can be concluded that IEAS has an impact on enhancing the students’ understanding of the electrolysis concept, and the students are more motivated to learn electrochemistry.

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Section: Introductionmentioning

confidence: 99%

The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

Ahmad

Yakob

Bunyamin

et al. 2021

JPII

View full text Add to dashboard Cite

show abstract

“…Numerous conceptual difficulties and misconceptions regarding electrochemistry concepts such as electrode potential and galvanic and electrolytic cells have been reported in the science and chemistry education literature [2][3][4][5]. Similarly, despite the wide application of electrochemistry in industry and other fields, science ISSN: 2089-9823  South African twelfth grade students' conceptions regarding Electrochemistry (Kwaku Darko Amponsah) 363 teachers [6][7] and students alike [8][9][10][11][12][13] have difficulties with electrochemistry concepts. Correspondingly, alternative conceptions about electrochemistry have also been stated by several studies [14][15][16] which have indicated that electrochemistry can be described as one of the most challenging, problematic as well as demanding sub-disciplines of chemistry [17] since it has so many ambiguous and abstract terms with stated discrepancies and unreasonable representation [14,15,18].…”

Section: Introductionmentioning

confidence: 99%

South African twelfth grade students’ conceptions regarding Electrochemistry

Amponsah

2020

EduLearn

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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.

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Exploring Tanzanian Pre-service Science Teachers’ Understanding of the Notion of Knowledge About Alternative Conceptions

Kinyota

2024

African Journal of Research in Mathematics, Science and Technol

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Junior High School Pre-service Science Teachers’ Familiarity, Conceptual Understanding and Interest in Electrochemistry

Cited by 3 publications

References 17 publications

The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

South African twelfth grade students’ conceptions regarding Electrochemistry

Exploring Tanzanian Pre-service Science Teachers’ Understanding of the Notion of Knowledge About Alternative Conceptions

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