Teaching Electrolysis Using STSE Method, Multidisciplinary Approach

Abstract

<p><em>The paper presents a case study aimed at introducing electrolysis to a group of high school students. The instructional method consisted of hands on experiences and discussions undertaken in a facility for highly motivated students with access to</em><em> </em><em>high quality equipment. The method of instruction is not used in schools where the students study daily,</em><em> </em><em>nor did they learn electrolysis within their regular curriculum. The instruction was built on experimenting with the basic scientific concepts of electrolysis together with understanding technological applications. Learning included the concepts of ions, reduction potentials and being exposed to the way current is moving in an</em><em> </em><em>aqueous solution, in contrast to the electrons that carry the current in metals.</em><strong></strong></p><p><em>The instruction consisted on 15 sections; the duration of each was 90 minutes. The involvement was done through the method of pre-test, instructional set, and a post-test. The post-test revealed difficulties found in the previous literature concerning this discipline. A T-test showed a significant difference between the pre and the post-test results. Curricula suggestions to improve the teaching of both the electrolysis cell and the Galvanic cell are</em><em> </em><em>offered.</em><em> </em><em>All the students said that they enjoyed the method of instruction and wished to continue to learn according to the same method in their school. The paper is preceded by a short description of the history</em><em> </em><em>of electrochemistry and concern for pupil’s difficulties.</em></p>