Chemistry students’ misconceptions to distinguish between electrochemical and other redox reactions

Electrochemistry has been regarded as one of the most difficult subjects to learn for both students and teachers [1]. Several researchers have investigated students’ misconceptions in electrochemistry [2,3]. One reason for the interest in studying misconceptions in electrochemistry is that surveys of students and teachers suggest that students find this topic difficult and very challenging [4]. This research investigated students’ understandings of oxidation/reduction (Redox) and electrochemical reactions and distinguish between them. The study was conducted at the beginning of the electrochemistry course while the students had studied about Redox reactions last semester. The purpose of this investigation was to identify student misconceptions concerning electrochemistry and oxidation/reduction concepts and design teaching strategies to eliminate them. Four questions designed to provide a focus for the research reported in this article. These questions were administered to 42 chemistry teacher students at the Farhangian University. The answers obtained were compared and analyzed. The results obtained from the analysis of the students’ answers revealed that a larger percentage of the students (57%) were not able to distinguish between electrochemical and other redox reactions. Only 43% of the students used correct statments for define “electrochemical reactions” and 19% defined that just like redox reactions. This study indicated that 85% of the students defined the “oxidation/reduction reactions” correctly, 9% defined incorrectly and despite studying redox reactions 6% of them said “I don’t khnow!”. It was also found that the students’ misconceptions likely result from wrong impression given by statements in textbooks and improper classroom instructions.