Mapping the Knowledge Structure Exhibited by a Cohort of Students Based on Their Understanding of How a Galvanic Cell Produces Energy

Autor/inn/en	Loh, Adrian Sin Loy; Subramaniam, R.
Titel	Mapping the Knowledge Structure Exhibited by a Cohort of Students Based on Their Understanding of How a Galvanic Cell Produces Energy
Quelle	In: Journal of Research in Science Teaching, 55 (2018) 6, S.777-809 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Subramaniam, R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21439
Schlagwörter	Cytology; Science Instruction; Scientific Concepts; Chemistry; Grade 10; High School Students; Teaching Methods; Concept Mapping + Suchen Sie Ihr Suchwort? Zytologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Concept Map
Abstract	This study evaluates the use of an open-ended question to determine students' knowledge structure on the topic of galvanic cells. The open-ended question was developed and administered to 163 Grade 10 students who had earlier completed a course on electrochemistry. Students' responses were marked as well as coded on the basis of the fields identified from their responses. This was then evaluated statistically to determine the collective knowledge structure of the sample of students. The knowledge structure thus mapped contains both canonical concepts and alternative conceptions (ACs). An important finding emerging from this study is that instructors need to focus student's attention on the dynamic processes involving electrons and ions during the operation of galvanic cells. In order for students to fully understand how a galvanic cell operates, they need to see the whole picture. There are three critical components that lead to students' understanding of how an oxidation-reduction reaction can generate energy and how a circuit is complete: transfer of electrons during oxidation-reduction half-reactions, flow of electrons within metals, and migration of ions in solution. Also, we found that it is possible for students to use correct chemistry concepts in an incorrect way by establishing linkages among these in an inappropriate manner. We reiterate that apart from evaluating students' ACs, it is also important to evaluate the links between the concepts and conceptions present in students' knowledge structure so that teaching can be made more effective. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01