Grade 12 Students' Conceptual Understanding and Mental Models of Galvanic Cells before and after Learning by Using Small-Scale Experiments in Conjunction with a Model Kit

Autor/in	Supasorn, Saksri
Titel	Grade 12 Students' Conceptual Understanding and Mental Models of Galvanic Cells before and after Learning by Using Small-Scale Experiments in Conjunction with a Model Kit
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 2, S.393-407 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c4rp00247d
Schlagwörter	Grade 12; Cytology; Science Experiments; Energy; Chemistry; Inquiry; Teaching Methods; Scientific Concepts; Statistical Analysis; Cognitive Structures; Models; Science Instruction; Pretests Posttests; Interviews; Qualitative Research; Science Laboratories; Foreign Countries; Secondary School Science; Learning Activities; Science Process Skills; Concept Formation; Scores; Comprehension; Misconceptions; Thailand + Suchen Sie Ihr Suchwort? School year 12; 12. Schuljahr; Schuljahr 12; Zytologie; Energie; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Cognitive structure; Kognitive Struktur; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Qualitative Forschung; Ausland; Lernaktivität; Concept learning; Begriffsbildung; Verstehen; Verständnis; Missverständnis
Abstract	This study aimed to develop the small-scale experiments involving electrochemistry and the galvanic cell model kit featuring the sub-microscopic level. The small-scale experiments in conjunction with the model kit were implemented based on the 5E inquiry learning approach to enhance students' conceptual understanding of electrochemistry. The research tools consisted of (1) four small-scale experiments involving electrochemistry, which were oxidation and reduction reactions, galvanic cells, cathodic protection of iron nails, and connecting batteries in series, and (2) the galvanic cell model kit with the ability to generate various galvanic cells. The data collecting tools included (1) a conceptual test of electrochemistry and (2) the mental model drawing of a galvanic cell. Thirty-four grade 12 students participated in the series of four 5E learning activities for a total of 10 hours. Paired samples T-test analysis revealed that the mean scores of the post-conceptual test (mean 36.63, SD 7.69) was statistically higher than that of the pre-conceptual test (mean 21.51, SD 6.83) at the significance level of 0.05. In addition, the mean scores of the post-mental models in both the macroscopic (mean 3.56, SD 1.30) and sub-microscopic features (mean 5.98, SD 2.93) were statistically higher than those of the pre-mental models (mean 1.85, SD 1.11 and mean 2.20, SD 2.45) at the significance level of 0.05. Prior to intervention, most students were in the categories of less correct conceptions, Partial Understanding with Specific Misunderstanding (PMU) to No Understanding (NU). However, after the intervention, they moved to the categories of more correct conceptions, Partial Understanding (PU) to Sound Understanding (SU). This indicated that this intervention can enhance students' conceptual understanding of electrochemistry and mental models of galvanic cells. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01