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Students’ understanding and learning of electrochemistry – a study of students’ alternative conceptions and the evaluation of an intervention
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Type
Thesis
Author
Loh, Adrian Sin Loy
Supervisor
Subramaniam, R. (Ramanathan)
Abstract
This study investigated the alternative conceptions harbored by grade 10 students in the field of electrochemistry. It also determined how these alternative conceptions (ACs) were linked. A conceptual change intervention based on the use of computer animations was prepared and evaluated. Based on the evaluation it was found that the use of the computer animations reduced the prevalence of students’ alternative conceptions on the meanings of anode and cathode as well as the conduction of electrolytes. This study involved Grade 10 students from a junior college in Singapore. These students have completed a program of instruction involving redox, electrochemistry and electrolysis.
An enhanced version of the two-tier diagnostic instrument was developed for this study. The enhanced version of the two-tier diagnostic instrument was relatively free from the threat of diagonal response. Also, in this format, the issue of incorrect answer – correct reason combination, a common problem in traditional two-tier multiple choice questions, does not arise. The finalized version of the two–tier diagnostic instrument has all distractors working.
A four-tier diagnostic instrument was also developed. The inclusion of confidence ratings into the scores improved the reliability of the diagnostic instrument, as seen from the increase in Cronbach alpha from a negative value to 0.61. The inclusion of the confidence ratings has also allowed for the classification of the ACs according to the strengths of students’ conceptions in it apart from just its frequency. This study recommends a modification of the calculation of confidence bias by incorporating the probability of chance. It also recommends a modification of the calculation of confidence accuracy quotient for each question by using the standard deviation of individual students instead of using the standard deviation of each question.
This study used a divergent question to analyze students’ conceptual structure in the field of electrochemistry. The study found that the concept of electrons moving in solution is supported by a number of concepts. This could explain why this alternative conception is very prevalent in the literature and difficult to change. The results of this study suggest that teachers should concentrate more on discussing redox reactions from the point of view of the movement of electrons when teaching electrochemistry.
This use a problem-based question in this study, suggests that teachers need to be more aware of the use of the word “circuit” when discussing a battery or electrochemical cell. Other topics which can have an impact on the teaching of electrochemistry include that of chemical bonding, rate of reaction and chemical equilibrium. This study also suggests that students need to be taught the limitations of each theory.
The top three areas of ACs found in students were: the definition of cathode and anode; conduction in electrolytes; and workings of an electrochemical cell. This study also found that students with different abilities had different ACs although they were all taught in the same class. The study also provides some proof that students’ conceptions are stored in different domains for electrochemical cells and electrolysis.
An intervention comprising two separate animation sequences totaling 15 minutes was developed to address the ACs. The results show that understanding in the area of conduction in electrolyte and workings of an electrochemical cell have significantly improved after the intervention. The prevalence of ACs related to electrons flowing in electrolytes as well as electrons are carried by ions in electrolyte has been significantly reduced. This study also found that the use of animations helped students with middle to lower abilities more than it helped those with higher abilities. The use of animations also improved areas where the concepts are more interrelated. Its effect on other areas may not be beneficial.
An enhanced version of the two-tier diagnostic instrument was developed for this study. The enhanced version of the two-tier diagnostic instrument was relatively free from the threat of diagonal response. Also, in this format, the issue of incorrect answer – correct reason combination, a common problem in traditional two-tier multiple choice questions, does not arise. The finalized version of the two–tier diagnostic instrument has all distractors working.
A four-tier diagnostic instrument was also developed. The inclusion of confidence ratings into the scores improved the reliability of the diagnostic instrument, as seen from the increase in Cronbach alpha from a negative value to 0.61. The inclusion of the confidence ratings has also allowed for the classification of the ACs according to the strengths of students’ conceptions in it apart from just its frequency. This study recommends a modification of the calculation of confidence bias by incorporating the probability of chance. It also recommends a modification of the calculation of confidence accuracy quotient for each question by using the standard deviation of individual students instead of using the standard deviation of each question.
This study used a divergent question to analyze students’ conceptual structure in the field of electrochemistry. The study found that the concept of electrons moving in solution is supported by a number of concepts. This could explain why this alternative conception is very prevalent in the literature and difficult to change. The results of this study suggest that teachers should concentrate more on discussing redox reactions from the point of view of the movement of electrons when teaching electrochemistry.
This use a problem-based question in this study, suggests that teachers need to be more aware of the use of the word “circuit” when discussing a battery or electrochemical cell. Other topics which can have an impact on the teaching of electrochemistry include that of chemical bonding, rate of reaction and chemical equilibrium. This study also suggests that students need to be taught the limitations of each theory.
The top three areas of ACs found in students were: the definition of cathode and anode; conduction in electrolytes; and workings of an electrochemical cell. This study also found that students with different abilities had different ACs although they were all taught in the same class. The study also provides some proof that students’ conceptions are stored in different domains for electrochemical cells and electrolysis.
An intervention comprising two separate animation sequences totaling 15 minutes was developed to address the ACs. The results show that understanding in the area of conduction in electrolyte and workings of an electrochemical cell have significantly improved after the intervention. The prevalence of ACs related to electrons flowing in electrolytes as well as electrons are carried by ions in electrolyte has been significantly reduced. This study also found that the use of animations helped students with middle to lower abilities more than it helped those with higher abilities. The use of animations also improved areas where the concepts are more interrelated. Its effect on other areas may not be beneficial.
Date Issued
2016
Call Number
QD555.8 Loh
Date Submitted
2016