High school students’ learning difficulties in electrochemistry: a mini review

Abstract

In this manuscript, we reviewed over 60 reports on the learning difficulties of electrochemistry in high-school education. In the first part of the review, we intend to introduce the learning difficulties that typically hamper in learning electrochemistry. Second, are those intending to introduce the apparent students’ misconceptions in electrochemistry. Thirdly, the remedies that would improve the teaching-learning process of electrochemistry are highlighted. In order to attain this, the Web of Science search index was utilized to find out articles describing electrochemistry, learning difficulty, misconception, laboratory instruction, history, and philosophy of science terms (and phrases). The results revealed that there are over fifty most common students’ misconceptions pertaining to the selected electrochemistry topics. Students’ lack of ability to integrate big or core ideas with structure-property relationships; absence of teaching aids; misinterpretations of language in scientific contexts; frequent overloading of students’ working memory; inability to represent chemical phenomena at the macroscopic, particulate, and symbolic levels; and teachers’ and textbooks’ made misconceptions are the main challenges that contribute to the students’ learning difficulties in electrochemistry. As remedies, this paper identified the infusion of teaching methods such as laboratory-based instruction, the infusion of history, and philosophy of science in the electrochemistry lessons. Such teaching methods not just enhance the comprehension of electrochemistry concepts, but also improve students’ attitudes towards the topic. The implications of the study to teachers and curriculum writers are discussed.