TITLE:
Challenges in Understanding the Redox Reaction Concept among Level 200 Students in Science Colleges of Education in Ghana
AUTHORS:
Michael Owusu, Humphrey Darkeh Assem, Theophilus Aquinas Ossei-Anto, Frank Owusu Ansah, Godfred Darko
KEYWORDS:
Electrochemistry, Instructional Methods, Problem-Based Learning, Pedagogical Content Knowledge
JOURNAL NAME:
Creative Education,
Vol.15 No.10,
October
29,
2024
ABSTRACT: This study examines the common challenges and misconceptions pre-service teachers face in understanding redox reactions within electrochemistry. It also explores the effects of different instructional methods, comparing traditional lecture-based approaches with innovative strategies like problem-based learning. The study utilized a mixed methods approach, incorporating both qualitative and quantitative data. This methodology is effective in improving inferences and minimizing bias associated with single-method studies. The study aimed to address pre-service teachers’ challenges in redox reactions by using a mixed method sequential explanatory design. This design involved first collecting and analyzing quantitative data, followed by qualitative data collection and analysis. The purpose of this design was to use qualitative findings to clarify and interpret quantitative results. In the quantitative phase, a diagnostic test for reduction-oxidation reactions (RORDT) was administered to identify and categorize challenges, followed by a questionnaire. The qualitative phase involved one-on-one interviews to explore the reasons behind these challenges. This approach was specifically tailored to study and find solutions for common redox reaction challenges among pre-service teachers in Ghana’s Colleges of Education. After the quantitative analysis, students with various performance levels were interviewed to gain deeper insights into their reasoning. This study identifies the common difficulties in writing chemical equations, comprehending half-reactions, and the functions of salt bridges. Contributing factors to these misconceptions include language barriers, rote learning, and inadequate foundational knowledge coupled with ineffective teaching strategies. The findings underscore the importance of constructivist theories in addressing these educational challenges, emphasizing active learning, collaboration, and reflective thinking to enhance comprehension. This study contributes to the development of pedagogical content knowledge among chemistry educators, aiming to improve teaching practices and student outcomes in electrochemistry.