Misconceptions about matter collecting or deficit on electrode parts are less frequent in the STAD-with-models group than in the other groups¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Content analysis of Task 7 answers showed matter-collecting/deficit misunderstandings about Zn and Cu electrode parts occurred at lower levels in CLMG than in CLG and CG. → Ataman Karaçöp 2016

Evidence¶

Ataman Karaçöp 2016¶

Ataman Karaçöp. (2016). Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students' Understanding of Electrochemical Cells. International Education Studies, 9(11). https://doi.org/10.5539/ies.v9n11p104

q2 · i? · causal · r1

Content analysis of incorrect answers to Task 7 of the EcAT post-test, which asked students to show molecular-level changes in electrodes marked in three parts; Table 5 reports group percentages, e.g. no-change answers of CG: 27%; CLG: 29.2%; CLMG: 8.3%.

"In this research, it was found that these misunderstandings are in lower levels of the student groups to which STAD cooperative learning method was applied along with models compared to other groups."

Discussion¶

Related Claims¶

• A volume-formula misconception (writing volume as s × s × s for a cuboid cake) occurred only among traditionally taught students, not REACT students — related
• The three study groups differed significantly in prior knowledge of electrochemical cells before instruction, with the CLMG group starting highest — related
• Students in all three instructional groups hold the misconception that no ions pass through the salt bridge to maintain load balance in a working electrochemical cell — related
• Teaching electrochemical cells via STAD cooperative learning combined with models raises undergraduate achievement more than STAD alone or traditional teaching — related