Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 1, Article 8 (Jun., 2016) Anita Yung Li BONG and Tien Tien LEE Form four students’ misconceptions in electrolysis of molten compounds and aqueous solutions Previous Contents Next

Statement of Problem

Electrochemistry is categorized as one of the toughest topics in chemistry for secondary students (Kathryn, 2008; Lee & Osman, 2012; Lee, 2013) and students normally find it hard to master this topic. One of the main reasons for this situation is because this topic requires higher order thinking skills which involve microscopic, macroscopic and also symbolic representation levels (Lee & Osman, 2012; Osman & Lee, 2014).

Electrochemistry is also said to be abstract to students (Huddle, White & Rogers, 2000). The movement of the electron is invisible and some students might not be able to visualize the movement of the electrons. Students need to understand the movement of ions and electrons during the electrolysis process, and only then can they transform the process into chemical formulae and equations (Lee & Osman, 2012; Osman & Lee, 2014).

The subtopics of electrochemistry which are analysing the electrolysis of molten compounds and aqueous solutions were chosen as the topic to be investigated because students normally find it hard to differentiate between these two subtopics (Acar & Tarhan, 2007). Furthermore, according to the Integrated Curriculum of Chemistry for Form Four (Integrated Curriculum Specification Chemistry Form 4, 2005), there are three factors listed that might affect the ions discharged at the anode and cathode. The factors listed in the syllabus are:

1. Reactivity of ions in the electrochemical series
2. Concentration of electrolyte used in electrolysis
3. Reactivity of the electrode

Students might confuse which factors should be taken into consideration when more than one possible half-cell reaction exist (Sanger & Greenbowe, 1997).

Based on previous studies, a few factors contribute to the students’ misconceptions in electrochemistry. One of them is language usage, either in the textbook or in the teaching process. The language in electrochemistry is very new to students (Huddle, White & Rogers, 2000). The words and terms used in electrochemistry are not general terms and something that is familiar to students in their daily life (Bakar & Tay, 2010).

In addition, some students tend to memorize the concepts when they could not understand the topics taught by the teachers (Taner, Osman & Sami, 2012). They tend to memorize the examples given in the book and apply what they have memorized without any understanding of the concept.

Lastly, some students tend to have misconceptions when they do not have sufficient basic knowledge in the topic they have learned (Garnett & Treagust, 1990). Their knowledge is not adequate and strong enough to support their explanation in solving the questions.

The understanding of concepts is important as it is the basis of thinking skills (Shamsudin, 1995). However, the process of correcting misconceptions among students still has not received the attention it deserves (Alkhalifa, 2006). Thus, in this study, the students’ misconceptions in electrochemistry will be identified in order to help students master this topic better.

Objectives of the Study

The objectives of this study are listed below:

1. To determine the Form Four students’ misconception in the electrolysis of molten compounds and aqueous solutions.
2. To identify factors contributing to the students’ misconceptions in the electrolysis of molten compounds and aqueous solutions.