A Conceptual Change Teaching Strategy to Facilitate High School Students' Understanding of Electrochemistry |
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| Authors: | Niaz Mansoor Chacón Eleazar |
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| Institution: | (1) Epistemology of Science Group, Department of Chemistry, Universidad de Oriente, Apartado Postal 90, Cumaná, Estado Sucre, Venezuela, 6101A;(2) Unidad Educativa 'Raimundo Martínez Centeno,' Cariaco, Estado Sucre, Venezuela |
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| Abstract: | Recent research in chemistry education has shown an increasing interest in the facilitation of conceptual change in student understanding of chemical concepts. Most of the studies have tried to show the difference in student performance on algorithmic and conceptual problems. The objective of this study is to go beyond and design a teaching strategy based on two  teaching experiments that could facilitate students' conceptual understanding of electrochemistry. The study is based on two sections (control, n = 29; experimental, n = 28) of 10th grade high school students at a public school in Venezuela. Experimental group participated in two teaching experiments designed to generate situations/experiences in which students are forced to grapple with alternative responses leading to cognitive conflicts/contradictions. Results obtained show that learning electrochemistry involves both algorithmic and conceptual problems. On Posttest 1, 93% of the experimental group students responded correctly, in contrast to 39% of the control group. On Posttest 2, 39% of the experimental group responded correctly, in contrast to 0% of the Control group. The difference in performance on both posttests is statistically significant (p < 0.001). It is concluded that the teaching experiments facilitated students' understanding (progressive transitions) of electrochemistry. |
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| Keywords: | conceptual change teaching experiments cognitive conflict electrochemistry |
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