Implications of research on students’ understanding of electrochemistry for improving science curricula and classroom practice

Abstract

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.