University Chemistry Education, vol.7, pp.1-12, 2003 (Peer-Reviewed Journal)
This study investigated prospective chemistry teachersí conceptual difficulties in understanding basic aspects of electrochemistry related to galvanic and electrolytic cells. It was conducted with ninety-two prospective teachers who were students in the final year class at Marmara University, Atat ̧rk Faculty of Education and had received both classroom and laboratory instruction on electrochemistry for about three and a half months (3 hours per week for both classroom and laboratory instruction). Fifteen volunteers from among the group were first interviewed for about 40-45 minutes. After the interviews, a test of 27 multiple-choice questions, consisting of assertion-reason statements and a set of alternative answers, was administered to all subjects. This study was able to identify new electrochemical misconceptions as well as some of those previously reported. The results show that students from different countries and different levels of electrochemistry study have similar difficulties and suggest that concepts are presented to them poorly. It also discusses some of the possible origins of these misconceptions.