The Development of Inquiry-Based Laboratory with Model to Improve Grade 11 Students’ Misconceptions about Electrolytic Cell

An inquiry-based laboratory model was developed to address the misconceptions of Grade 11 students about electrolytic cells. Three experimental activities included electroplating, electrolysis, and electrolytic cells. A paper-based model was designed to help the students visualize chemical reactions in electrochemical cells at the submicroscopic level to increase their understanding of electrolytic cells. The learning activities were implemented with 65 students in Thailand using a one-group pretest-posttest design. Results from a two-tier multiple-choice and worksheets showed a reduction in student misconceptions after the intervention. Optimal improvement was observed in misconceptions about calculations of cell potential in electrolytic cells, followed by misconceptions about the role of water in oxidation and reduction reactions. Student misconceptions about the locations of oxidation and reduction and the impact of switching voltage on reaction sites at the anode and cathode also improved. Overall, the findings demonstrated that the developed activities effectively reduced student misconceptions about electrolytic cells. This model approach can be further adapted for use in other areas of electrochemistry and future research directions.