Diagnosing and Remediating Electrochemical Misconceptions Using a Multi-Tier Test to Improve Students’ Understanding of Redox Reaction, Voltaic Cells, and Electrolysis

Abstract

This literature review explores students’ misconceptions related to redox reactions, voltaic cells, and electrolysis using a semi-systematic approach that synthesizes findings from national and international studies. The study aims to identify common misconception patterns, the sources of conceptual errors, and effective remediation strategies in electrochemistry learning. Data were obtained from peer-reviewed articles published between 1997 and 2023 through a structured screening process based on explicit inclusion and exclusion criteria. The analysis followed the Miles and Huberman model, which includes data reduction, data display, and verification through triangulation of sources and diagnostic instruments. The review shows that misconceptions frequently arise from students’ limited ability to connect macroscopic observations with microscopic processes and symbolic representations. Additional contributing factors include ambiguous terminology, oversimplified diagrams, weak scientific reasoning skills, and inappropriate transfer of physics concepts into chemical contexts. The findings highlight the effectiveness of multi-tier diagnostic tests in distinguishing simple misunderstanding from persistent misconceptions. Several remediation strategies, including Predict Observe Explain, guided inquiry, multiple representations, and interactive media, have proven successful in promoting conceptual change. Overall, the study concludes that systematic diagnosis combined with targeted remediation can improve students’ conceptual understanding of electrochemistry and provide valuable insights for enhancing instructional practices in chemistry education.