2000/01/01 by Fiona Rogers, Penelope Ann Huddle, Penelope A. Huddle +1 · 104 citations
Chemistry · Engineering · Materials Science · Psychology · #Chemistry #Computer science #Electrochemistry #Electrode #Engineering #Engineering physics #Hydrogen embrittlement and corrosion behaviors in metals #Mathematics education #Physical chemistry #Psychology #Various Chemistry Research Topics
paper · doi:10.1021/ed077p104
published in Journal of Chemical Education 77(1), 104 (American Chemical Society)
openalex publication_date 2000/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30
Several misconceptions in electrochemistry have been identified in the literature. No concrete suggestions for remediation of these misconceptions have been proposed. A concrete teaching model for electrochemistry is presented here. It addresses many common student misconceptions about current flow by demonstrating what is occurring at the microscopic level in an electrochemical cell. Both the scope and limitations of the model are discussed. The model was piloted on grade 12 school pupils before being tested on university students. A questionnaire consisting of eight items was administered to three classes of chemistry I students at the University of the Witwatersrand prior to their seeing the model. The dangers of multiple choice questions as a means of determining student understanding of chemical concepts were exposed. The model was then demonstrated to two of the classes. Statistical analysis using a 1-tailed Z-test showed that the use of the model led to significant improvements (0.000 < p < 0.002) in the post-test scores of the experimental groups relative to the control group to indicate current flow in the electrolytes and salt bridge at the microscopic level.