Students’ Understanding of Redox Reactions in Three Situations

Authors

  • Lise-Lotte Österlund Department of Mathematics, Technology and Science Education, Department of Chemistry, University of Umea
  • Margareta Ekborg Department of Mathematics, Technology and Science Education, University of Umea

DOI:

https://doi.org/10.5617/nordina.345

Abstract

Redox models that explain electrochemical issues have been found to be difficult to teach and to learn. The aim of this study was to investigate students’ reasoning about redox reactions in three situations, how they used the activity series of metals and if they transferred knowledge between domains. Semi-structured interviews were carried out with ten students on two different occasions and dealt with three situations 1) a laboratory practical on corrosion; 2) a demonstration of zinc and copper sulphate solution; and 3) a corroded sculpture. The results indicated that the electron model was fundamental and reinforced. The identification of the reducing agent in the situations was unproblematic. The students’ conceptions regarding the oxidizing agent varied and diverged from the scientific model in some situations. Depending on the situation, the activity series of metal became a tool as well as an obstacle. Some transfer of knowledge between the classroom and the outdoor situation was indicated.

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Published

2012-06-29

Issue

Vol. 5 No. 2 (2009)

Section

Articles

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