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

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 r...

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Vydáno v:Research in Science & Technological Education Ročník 29; číslo 2; s. 169 - 188
Hlavní autoři: Rahayu, Sri, Treagust, David F., Chandrasegaran, A.L., Kita, Masakazu, Ibnu, Suhadi
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 01.07.2011
Informa UK Limited
Taylor & Francis Ltd
Témata:
alternative conceptions
Chemistry
Classroom Communication
Comparative Analysis
Comparative studies
Concept Formation
Cross Cultural Studies
Cultural Differences
Electrocatalysis
electrolytic cells
Energy
Foreign Countries
High School Seniors
Indonesia
Indonesian
Japan
Molecular Structure
Photovoltaic cells
Questionnaires
Science education
Scientific Concepts
Secondary School Science
Secondary school students
students' understandings
voltaic cells
Japan
Indonesia
ISSN:0263-5143, 1470-1138
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Shrnutí: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.
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ISSN:0263-5143
1470-1138
DOI:10.1080/02635143.2010.536949