Students’ and teachers’ alternative conceptions about electrochemistry : a case of mathematics, science and technology academy schools in Mpumalanga Province

Abstract

This research investigated the alternative conceptions in electrochemistry with respect to galvanic cell. This was triggered by the poor achievement of students in electrochemistry in the previous years, which is a huge worry in Mpumalanga Province, South Africa. Teachers are professionals with expertise, experience and have their own ways of addressing alternative conceptions around galvanic cell. Hence this research investigates how teachers approach this topic in order to limit the alternative conceptions held by students in electrochemistry. No studies have reported on how teachers address alternative conceptions of their students in electrochemistry based on their professional practice and experience. This study followed a mixed method approach with convergent mixed method design where questionnaires for teachers and students, and interviews for teachers and students were used as research instruments. A total of 160 student questionnaires were returned out of the 171 questionnaires given out and six questionnaires of teachers were collected back from the six teachers in this research. Students’ scripts of the trial examinations were collected from the five schools for the purpose of analysis. There was one focus group of students per school. SPSS was used in the analysis of the quantitative data while Atlas.ti which is computer software was used for the qualitative data. This research discovered that teachers and students still possess alternative conceptions around galvanic cell as per triangulated results of both quantitative and qualitative data sets. It was further discovered that teachers’ and students’ alternative conceptions does not affect students’ achievement in the examination and did not affect the achievement of students in electrochemistry, specifically for galvanic cell even though the alternative conceptions may be infiltrated to the examinations. The qualitative findings further revealed different alternative conceptions around galvanic cell according to teachers’ perspectives from those in the literature. The qualitative findings further revealed that teachers combine a multiplicity of teaching strategies which are teacher-centred and student-oriented in nature. The combination is in the form of a continuum not separate as traditionally known. It could then become essential for teachers to be always conscious of the fact that one approach need not exist in isolation without the other. The findings in this regard suggested that integrating teacher-oriented and student-oriented teaching strategies is the best strategy. The moderators, examiners and markers of Grade 12 examination in South Africa could suggest strategies to address the topic of alternative conceptions around galvanic cell, not only from analysis of students’ scripts but also by being informed of findings from the available current research literature on strategies to address this specific topic. The national diagnostic report could then be developed from an informed perspective based on the research literature on how to confront identified alternative conceptions of students around galvanic cell that are identified in the scripts of students. Teaching strategies to tackle these known conceptions around galvanic cell should then be incorporated in the diagnostic report to assist teachers in the minimisation of those alternative conceptions around galvanic cell in their classes. Such researched teaching strategies could as be considered when textbooks are written. Publishers can be influenced through the guidelines issued by the Department of Basic Education to write textbooks such that alternative conceptions are minimized.