This paper discusses some implications for science teaching that emerged from an investigation of students’ understanding of electrochemistry. Possible reasons for students’ lack of understanding and origins of misconceptions are described, together with suggestions for reducing the incidence of these misconceptions. The compartmentalization of subject knowledge, inadequate prerequisite knowledge, students’ interpretations of language, the use of multiple definitions and models, and the rote application of concepts and algorithms were identified as significant factors contributing to a lack of understanding in electrochemistry. It is proposed that these factors are of wider significance than the study of electrochemistry and have implications for improving science curricula and classroom practice.
Implications of research on students’ understanding of electrochemistry for improving science curricula and classroom practice
Reprints and Corporate Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
To request a reprint or corporate permissions for this article, please click on the relevant link below:
Academic Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
Obtain permissions instantly via Rightslink by clicking on the button below:
If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.
Related Research Data
Related research
People also read lists articles that other readers of this article have read.
Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.
Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.