Abstract This study is to design a teaching strategy based on two "teaching experiments" that could facilitate chemistry-major students'conceptual understanding of electrochemistry.The study is based on two sections（experimental,n=56;control,n=58）of 114grade-X chemistry-major students from Shanxi Normal University,who were admitted in the year XX.Experimen-tal group participated in two teaching experiments designed to generate situations in which students are forced to grapple with alternative responses leading to cognitive contradictions.Re-sults obtained show that learning electrochemistry involves both algorithmic and conceptual prob-lems.On posttest 1,93% of the experimental group students responded correctly,in contrast to 39% of the control group.On posttest 2,39% of the experimental group responded correctly,in contrast to 0% of the control group.The difference in performance on both posttests is statis-tically significant (p<0.001) .It is concluded that the "teaching experiments" facilitated students'conceptual learning of electrochemistry.
WANG Xiang. Teaching Experiment to Facilitate Chemistry Major Students' Conceptual Learning of Electrochemistry[J]. Chinese Journal of Chemical Education, 2013, 34(7): 43-45.
