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DOI: 10.1039/C6RP00176A
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Chemistry Education Research and Practice Accepted Manuscript

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The Effects of ProblemBased Learning (PBL) on the Academic
14 AchievementofStudentsStudyingElectrochemistry
15 Received00thJanuary20xx,
16 Accepted00thJanuary20xx TueGnteraandSibelKlnAlpatb
17 DOI:10.1039/x0xx00000x This study investigates the effects of problembased learning (PBL) on students academic achievements in studying
18 Electrochemistry within a course on Analytical Chemistry. The research was of a pretestposttest control group quasi
www.rsc.org/
19
experimentaldesignanditwasconductedwithsecondyearstudentsintheChemistryTeachingProgramattheFacultyof
20
Education at Dokuz Eylul University. The topic was taught with PBL in the experimental group and it was taught with
21
Published on 07 October 2016. Downloaded on 11/10/2016 12:14:55.
expositoryteachingstrategiesinthecontrolgroup.TheChemistryAchievementTest(CAT)wasappliedaspretestand
22
posttestinbothgroups.PosttestscoresfromtheCATdemonstratedthattherewasasignificantdifferencebetweenthe
23
academic achievements of the two groups in favour of the experimental group (U=8.500, p < 0.05). After the period of
24
usingPBL,eleven openendedquestionsrelatedtothetopicwereaskedtobothgroups. Theresultsofthesequestions
25
werecategorizedandthescoresobtainedfromthecategorieswereevaluatedusingcontentanalysis.Theresultsofthe
26
scoresobtainedfromtheopenendedquestionsshowedthatthestudentsintheexperimentalgroupwereabletomake
27
28 statements containing fewer misconceptions and also had a better understanding of this topic when compared to the
29 studentsinthecontrolgroup(U=2.500,p<0.05).ThecorrelationbetweenthescoresintheCATposttestandthescores
30 obtained from the openended questions of the experimental and control groups was also examined. The Spearman
31 correlationcoefficientswerefoundtobe0.907and0.595fortheexperimentalandthecontrolgroup,respectively.This
32 findingindicatedthattherewasapositiveandveryhighlevelofstatisticallysignificantcorrelationbetweenthescoresin
33 the CAT posttest and the scores obtained from the openended questions of the students in the experimental group.
34 Therefore this finding also supports the conclusion that the students in the experimental group were better able to
35 understandthetopicanditsstructurecomparedtothestudentsinthecontrolgroup.Attheendoftheapplication,the
36 results of semistructured interviewscarried out showed that students in the experimental group had positive opinions
37 regardingPBL.
38
39 students gain problemsolving skills, work in collaborative groups,
40 Introduction and increase their self confidence and this method provides an
41 impetus to students for selflearning and permanent learning
Today, various active learning methods are used in the teaching
42 (Hung, Jonassen and Liu, 2008).Working in cooperative groups
processinordertoproduceindividualswhoarecreative,canadapt
43 during the teaching process also improves the achievement of
themselvestoteamworkandwhoareabletofindsolutionstothe
44 problems of daily life by using the knowledge and skills gained.
students (Johnson, Johnson and Smith, 1991). Problems related to
45 ProblemBased Learning (PBL) is among these methods, with the
everyday life and semistructured problems are posed due to the
46 intention that students gain critical thinking skills, analyse the
fact that theyhelp any knowledge gained to becomepermanent.In
47 addition, students problemsolving and higherorder cognitive
problemsofdailylife,accessanduseappropriatelearningsources,
48 skills, selfdirected learning and cooperative working skills, self
organizeinformationintomeaningfulconceptualframeworks,work
49 perception and selfconfidence increase (Hung et al., 2008).In
in cooperation in teams and small groups, and demonstrate
50 recentyears,PBLhasbeenappliedinthescienceeducationfieldin
effective communication skills by conveying information to others
51 countries worldwide, including Turkey. Previous work in this field
(Duch, Groh and Allen, 2001). The application of problembased
52 has shown that PBL is an effective teaching approach in learning
learning is based on three fundamental characteristics: A quality
53 chemistry involving difficult topics and requiring problemsolving
54 problem, Selflearning and Collaborative Learning. In PBL,
and application, and it is also effective in improving academic
55 achievement.Intheirstudy,Gallagher,StepienandRosenthal(1992)
56 a. Department of Medical Services and Techniques, Ahmet Erdogan Vocational showed that problembased learning was an effective method in
57 SchoolofHealthServices,BulentEcevitUniversity
science education for improving students problemsolving
b. Department of Chemistry Education, Buca Education Faculty, DokuzEylul
58 University processes and skills. PBL applied in certain topics of biochemistry
59 aEmail:tugcegunter85@gmail.com
andbioanalyticalchemistrywasshowntobeeffectiveinimproving
60 bEmail:skilincalpat@gmail.com
students higherorder cognitive learning and academic
SeeDOI:10.1039/x0xx00000x
ThisjournalisTheRoyalSocietyofChemistry20xx J.Name.,2013,00,13|1
Pleasedonotadjustmargins
Chemistry Education Research and Practice Page 2 of 19
1 ARTICLE JournalName
2
3 achievement (Dods, 1996; Grover, 2004; Mabrouk, 2007; Osgood, chemistry(Aydogdu,2012;Sagr,CelikandArmagan,2009;Tarhan
View Article Online
4 Mitchell and Anderson, 2005).PBL applied in analytical chemistry DOI: 10.1039/C6RP00176A
and Acar, 2007; Ying, 2003). When the studies in the relevant
5 and analytical chemistry laboratory courses was found to be an literature are taken into account, it can be considered that the
6 effectivestrategyforimprovingstudentsproblemsolving,scientific implementation of PBL could be effective for Analytical Chemistry
7 research, selflearning and selfassessment skills and increasing coursesespeciallyinteachingthetopicofelectrochemistry.

8 students learning and deep understanding of topics (Belt, Evans, The aim of this study was to answer the question: What is the
9 McCreedy, Overton and Summerfield, 2002; Jansson, Soderstrom, effect of problembased learning on students academic
10 Andersson and Nording, 2015; Yoon, Woo, Treagust and achievementswhenitisimplementedforteachingelectrochemistry
11 Chandrasegaran,2014).Selco,RobertsandWacks(2003)foundthat within a course on Analytical Chemistry in an undergraduate
12 students were able to prepare highquality reports thanks to a program of Chemistry Teaching?Three subquestions were as
13 laboratory application involved in designing a realworld problem follows: Is there any significant difference between the
14 aboutseawateranalysisinthegeneralchemistrycourse.Inanother experimental and control groups relating to scores obtained from
15 study on ionization of water and acid and base strength in the openended questions related to the topic?;Is there any
16 general chemistry course, it was shown that PBL was effective in significantdifferencebetweentheexperimentalandcontrolgroups
17 learning the concepts in chemistry education and increased relating to the scores obtained from the Chemistry Achievement
18 studentspositiveopinionsaftertheapplication(TarhanandSesen, posttest, and the scores obtained from openended questions?,
19 2013).Itwassuggestedinsomestudiesthatreallifecaseshadtobe and Is there any significant difference between the experimental
20 usedtoallowstudentstodealwithproblemsanditwasalsostated and control groups relating to opinions obtained from semi
21
thatPBLimprovedstudentscommunication,cooperativeworking, structuredinterviews?
22
accesstoanduseofinformationskillsandtheirmotivation(Festus
23
andEkpete,2012;Lopes,SilvaFilhoandMarsden,2011;Marksand
24 Method
Eilks, 2010).It was observed that problembased laboratory
25
education improved students problemsolving and metacognitive ResearchDesign
26
skills and provided them with a more comprehensive experience
27 The research had a pretestposttest control group quasi
comparedtoconventionaleducation(Laredo,2013;Urena,Cooper experimentaldesigninordertodeterminetheeffectofPBLapplied
28
29 andStevens,2012). intheElectrochemistrytopicoftheAnalyticalChemistrycourseon
30 Intherelatedliterature,thetopicsofChemicalEquilibrium,Mole studentsacademicachievement.Subjectswererandomlyassigned
31 Concept and OxidationReduction Reactions have been included to the experimental and control groups (Buyukozturk, Cakmak,
32 amongthosechemistrytopicsmostdifficulttounderstand(Akram, Akgun, Karadeniz and Demirel, 2008). Table 1 shows the
Surif and Ali, 2014). Electrochemistry, based on oxidation ExperimentalProcedureprocess:
33
34 reduction (redox) reactions, is a topic found across courses in
Table1ExperimentalProcedureProcess
35 Analytical Chemistry, Physical Chemistry and General Chemistry in
chemistrydegreesatundergraduatelevelandhasawiderangeof Students
36 Groups Pretest Process Posttest
Opinions
37 applications. The topic of Electrochemistry and Electrochemical
Chemistry
38 Analysis,fallingwithinthescopeofAnalyticalChemistrythefield Problem
Chemistry Achievement Semi
39 ofchemistrywhichproducesconcepts,principlesandstrategiesand based
Experimental Achievement Test(CAT) structured
Learning
40 appliesthemtorealexamplesinordertodeterminetheproperties Test(CAT) Openended interview
(PBL)
41 ofsubstanceshasanimportantrolebecauseofitsusageinother questions
Chemistry
42 various fields of science (Serjant, 1984). An Analytical Chemistry
Chemistry Expository Achievement Semi
43 course aims for students to become familiar with analytical Control Achievement Teaching Test(CAT) structured
44 techniques, to become selflearners, acquire selfassessment skills Test(CAT) Strategies Openended interview
45 and critical thinking skills oriented towards analytical chemistry questions
46 problemsandalsoaimstoencouragethemtothinklikescientists
47 (Williamson and Rowe, 2002; Wright, Millar andKosciuk, 1998). TheStudyGroup
48 Students must be able to follow and interpret new publications
Thestudygroupofthisresearchconsistedofsecondyearstudents
49 related to Analytical Chemistry and find answers to analytical
(N=15)whoweretaughtintheDepartmentofChemistryEducation,
50 problems or to openended problems which are encountered
51 Secondary Science and Mathematics Education, Faculty of
suddenly (Bransford, Brown and Cocking, 2000). There are
52 BucaEducation,DokuzEylulUniversity.Problembasedlearningwas
numerous studies in the literature which use problembased
53 implemented in the spring semester of the 20132014
learningtoimprovestudentsacademicachievementsinchemistry
54 academicyear. The permit for the implementation of the research
education(ChamelyWiik, Haky and Galin, 2012; Flynn and Biggs,
55 was obtained from the Department of Chemistry Education, Buca
2012; Hicks and Bevsek, 2012; LiTeh and Yakob, 2013; Schaber,
56 EducationFaculty,DokuzEylulUniversitywiththepetitiondated19
Pines,Larkin,ShepherdandWierchowski,2011;Ying,2003).Onthe
57 March 2014 and numbered
other hand, there are only a limited number of studies which use
58 53321635.B.8.6.YOK.2.DE.F.14.0.16.00/74. All the students were
problembased learning to improve students academic
59 asked to participate in the study and gave their informed consent
achievements in electrochemistry specifically, and these studies
60 beforeparticipatinginresearchandtheresearchersuseindividuals
generally deal with electrochemistry at the level of general
2|J.Name.,2012,00,13 ThisjournalisTheRoyalSocietyofChemistry20xx
Page 3 of 19 Chemistry Education Research and Practice
1 JournalName ARTICLE
2
3 existingdataforresearchpurposes.Studentshadarighttochoose OpenendedQuestionsandSemiStructuredInterviews
View Article Online
4 whether to contribute to the study or not. All the students were DOI: 10.1039/C6RP00176A
After the teaching process, openended questions, consisting of
5 informed that their test results wouldnt count in their analytical elevenopenendedquestionsconcerningtheelectrochemistrytopic
6 chemistry assessment, they wouldnt be exposed to any chemical andconsideringsubtopicsinvolvedintheCATtest,wereconducted
7 substances and there also wouldnt be any health risks in this with the students in the experimental and control groups. Also,

8 study.All these ethical precautions were appropriate as the semistructured interviews were held with control and
9 researchactivitywasconsideredtobeausefullearningopportunity experimental group students after the application of the
10 for the students and that all those participating in this studywere test.Contentanalysis,aqualitativeanalysistechnique,wasusedto
11 doing in full knowledge of their involvement (British Education analyze the data.The reliability analysis of the openended
12 Research Association; as cited in Taber, 2014).Second grade questions and the questions involved in the semistructured
13 studentsattendingthechemistryteachingprogramwererandomly interviewwascalculatedusingthepercentageagreementformula.
14 divided into two groups, the control group (N=7) and the Evaluations made in accordance with established categories were
15 experimental group (N=8). There is an additional potential ethical revisedagainsixmonthslaterandthepercentagesofagreementof
16 concern about educational research designs which divide a cohort the categories were found.The averages of the percentages of
17 of students to compare two treatments in this way. We return to agreement for the responses given to the openended questions
18 thisissueinourdiscussion,laterinthepaper.Electrochemistryas and to the semistructured interview in both groups were
19 a topic was taught with problembased learning for a three week calculated separately by the researcher aftersixmonths.The
20 periodintheexperimentalgroupbytheresearcher,whilethesame
21 percentages of agreement for the given responses to the open
topicwastaughtaccordingtoexpositoryteachingstrategiesforthe ended questions by the experimental and control groups were

22
same period of time in the control group by the same researcher. found to be 0.91 and 0.94respectively. The percentages of
23
SotheimplementationofPBLandtheexpositoryteachingstrategy agreementforthegivenresponsestothesemistructuredinterview
24
was carried out by the same researcher and the researcher took bytheexperimentalandcontrolgroupswerealsofoundtobe0.86
25
intoconsiderationthatteachinginbothgroupswasnotdeliberately and 0.97respectively. In accordance with the data obtained, a
26
restricted and in educational process all students included percentage of agreement of 0.70 or higher agreement percentage
27
discussionactivitiesandcouldstatetheirownideas(Taber,2014).It indicatesthatreliabilityhasbeenprovided(Dimitrov,2007;Sencan,
28
29 was specified as a criterion that students in the study group must 2005).
30 besecondyearstudentstakingtheAnalyticalChemistrycoursefor
31 the first time. The low number of the study group constitutes a DataAnalysis
32 limitationforthestudy.
TheanalysisofdataobtainedfromtheCATwasmadebytheMann
33
Whitney U Test and Wicoxon Sign Test, nonparametric tests,
34 because the data did not show normal distribution and
35 DataCollectionTools
homogeneous variance and also due to the small number of
36 ChemistryAchievementTest(CAT) individualsinvolved.OnthebasisoftheMannWhitneyUTest,CAT
37 TheChemistryAchievementTest(CAT)developedbyTunc(2015) preandposttestscoresoftheexperimentalandcontrolgroups,it
38 wasappliedto340studentstakingtheAnalyticalChemistrycourse was determined whether there was a significant difference
39 intheEducationFacultiesand/orScienceFacultiesoffourdifferent between them. Additionally, Wilcoxon Sign Test was utilized to
40
universitiesasapilotstudy.TheCATtestconsistingof50questions, determinewhethertherewasanychangebetweentheCATpretest
41
which was found to have a Cronbachs reliability coefficient of and posttest scores within each group (Alpar, 2012; Buyukozturk,
42
0.935, a mean item difficulty index of 0.497 and an item 2007;Salkind,2007).
43
discrimination index of 0.489, was applied to control and The students responses to the openended questionswere
44
experimentalgroupstudentsaspretestandposttest.Eachofthe classifiedandscoredinthecontentanalysisbycategorizingthemas
45
50questionswasvaluedat2pointsandthehighestscorepossible Clear Understanding (CU), Partial Understanding (PU), Partial
46
fromthetestwas100points.Thistestincludedquestionsregarding Understanding with Specific Misconception (PUSM), Specific
47
48 the following: oxidation/reduction reactions in electrochemical Misconception (SM) and Incomprehension/Pointless (I)
49 cells; cathodes and anodes; electrochemical cell types; the (Abraham,Gryzbowski,RennerandMarek,1992;AyasandOzmen,
50 schematic representation of cells; the transitions of electrons and 1995; Marek, 1986). The frequencies and percentages of each
51 the movements of ions in electrochemical cells; the standard responseweredeterminedwithinthesecategories.Inaddition,the
52 hydrogenreferenceelectrode;thedefinitionsofelectrodepotential MannWhitney U Test was used with the aim of determining
53 and standard electrode potential; the sign convention systems for whether there was a significant difference between the
54 electrode potentials; the effect of concentration on electrode experimental and control groups according to the scores obtained
55 potential (Nernst equation); standard electrode potential (E0); the fromtheopenendedquestions.Inthisstudy,thecategories,their
56 thermodynamic potentials of electrochemical cells; the calculation descriptions and the scores used in the content analysis of the
57 of redox equilibrium constants; electrode potential in redox answersgivenbythestudentstothesequestionsaregiveninTable
58 titrations; the titration of mixtures; oxidation/reduction indicators 2.As seen in Table 2, the highest possible score that could be
59 (TuncandAlpat,2015). obtainedfromtheelevenopenendedquestionsregardingthetopic
60 is44.TheSpearmancorrelationcoefficientwascalculatedinorder
2
3 to determine whether there was a significant difference between teaching aid, two separate activities were prepared from it. These
View Article Online
4 the scores obtained from the CATpost test of experimental and were intended for (i) the consolidationDOI: of 10.1039/C6RP00176A
an eventoriented
5 control groups and the scores obtained fromtheopenended calculationofelectrodepotentialinanelectrochemicalcelland(ii)
6 questions of these groups. Content analysis was also used to for finding electrode potential on basis of solubility product
7 analyzesemistructuredinterviewquestions. constant(Appendix2;Appendix3).

8
9 CreatingaProblemBasedLearningScenario TheApplicationofProblemBasedLearning
10 Information about problembased learning and its process was
11 The views of four experts and students were sought in order to
giventothestudentsintheexperimentalgrouppriortoapplication.
12 prepareascenarioandthetutorsquestionsregardingthisscenario
PBL was implemented for 18 course hours in a threeweek period
13 werepreparedbyTunc(2015).Therewerefoursessionsintotalfor
(Table3).Atthebeginningofeachsession,studentswereaskedto
14 this prepared scenario, which was entitled Wow, Emre, Wow!
identifyaproblemandmakeahypothesisonthebasisofaspecific
15 (Appendix 1). The first threesessions consisted of four sections in
aspectofthescenariodistributedanddiscussed.Aftereachsession,
16 total and the last session consisted of one section. Thescenario is
students revised their hypothesis, determined learning objectives
17 about a fiveyearold boy called Emre who poisoned himself by
andwhichnewinformationtheyneededtolearn,andtriedtofinda
18 eating matches and concealing this from his family. The scenario
solutiontotheproblem.Intherelevantsectionsofeacheducation
19 was inspired by a reallife case of a teenager who committed
session,thetimerequiredwasgrantedtothestudentsinorderto
20 suicide by eating matches (Unver, Atasoyu, Evrenkaya, Solmazgul,
hold group discussions and establish proper hypotheses. In this
21 AyandSaracoglu,2005).Italsodrewoncurrentnewsregardingthis
process, students were under the guidance of the researcher.Each

22 event(GuncelHaber,2013,23January).Theuseofthisscenariowas
of the sessions was recorded by video.
23 intended to increase interest in the clinical findings and the
24 biochemicaldataprovidedinthescenario.Inusingthescenarioasa
25
26 Table2Categories,DescriptionsandScoresUsedinContentAnalysisofResponsesGiventoOpenendedQuestions
27 Categories(Abbreviation) DescriptionofCategories Score
28 ClearUnderstanding(CU) Theanswertothequestionisaccurate. 4
29
30 PartialUnderstanding(PU) Theanswertothequestiondoesnotincludeallaspectsofthe 3
31 desiredresponse,buttheresponsecontainssomeaspects.
32 Thisisanunderstandinginwhichtheansweriscorrectbutits
33 PartialUnderstandingwithSpecificMisconception(PUSM) 2
explanationiswrongorinwhichtheansweriswrongbutits
34 explanationiscorrect.
35
36 SpecificMisconception(SM) Thisisananswerwhichitisnottruescientificallybutis 1
consideredtruebythestudent.
37
38 Incomprehension/Pointless(I) 0
Theanswerisnotrelatedtothequestion.
39 analyses of blood and urine and how these values change when
40 Table3ThePBLImplementationPlan thereisapathogenesis.
41
42 ImplementationPlan CourseHours
43 1coursehour EducationSessionII
GivinginformationaboutPBL
44 PBLEducationSessionI 3coursehours The aim was for students to learn about methemoglobinemia,
45 PBLEducationSessionII 4coursehours cyanosis,hyperkalemia,acidosis,andthirddegreerenalfailureasa
46 result of Emres poisoning and the treatment methods to be
PBLEducationSessionIII 4coursehours
47 followed even if there is an unknown active substance which has
PBLEducationSessionIV 4coursehours
48 causedpoisoning.Furtherobjectiveswerethatstudentsbeableto
49 CompletingthePBLEducation
2coursehours predict the active substance which had caused poisoning and also
50 SessionsandGeneralReview
learnaboutchemicalsubstancesfoundinmatches.
51
52 LearningObjectivesoftheScenarioinAccordancewiththe EducationSessionIII
53 Sessions The aim was that students research the structure of haemoglobin
54
EducationSessionI and methaemoglobin, learn that a higher concentration of
55
The aim was for students to gain an understanding of different potassiumchlorateisfoundinthecontentofmatches,thattheion
56
57 diseases such as methemoglobinemia cyanosis, hyperkalemia of chlorate (ClO disrupts the structure of haemoglobin and what
58 (hyperpotassemia) acidosis, renal failure; learn about kind of a redox reaction will occur in this situation. Within this
59 electrocardiography, ultrasonography, the normal values of the session thefurther general aimswerethat students be able to
60 equalise the redox reactions, gain an understandingof standard
electrode potential, the electrode potential of cell, standard
2
3 hydrogen reference electrode (SHE), the types of electrochemical indicatedEmresbloodandurineresultsneededtobelookedatin
View Article Online
4 cells and they be able to givea schematic representation of a cell, DOI: 10.1039/C6RP00176A
ordertoevaluatetheremaininghypothesesinthenextsection.
5 writeoutthenetredoxreactionsandhalfredoxreactionsoccurring In the third section of Education Session I, in line with the new
6 at the cathode and anode, calculate Gibbs free energy and the information, students evaluated the hypotheses and investigated
7 equilibrium constant, use the Nernst equation, comprehend the the normal values of respiratory rate, blood pressure, pulse and

8 redoxtitrationsandalsolearnhowtheycandetermineanindicator feverinchildrenandadults.TheydiscoveredthatEmresrespiratory
9 suitablefortheelectrodepotential. rateandpulsewasatahighlevel,thatheappearedtohaveafever
10 andthathisbloodpressurewasatthenormallevel.Somestudents
11 EducationSessionIVandtheGeneralAssessment alsoextrapolatedthatEmrehadrenalfailure.
12 In the last session, which consisted of a single section and ended In the fourth section of Education Session I, students researched
13 the meaning of the results of the analyses given in the table and
with some information about Emres final condition, the aim was
14 they discussed the reasons why specific values were high or low
forstudentstobeabletocreateaflowchartoftheprocessfromthe
15 with their classmates. Some students concluded that Emre had
firstsessiononwards,tobeabletodiscussagainthewholetopicin
16 methemoglobinemia and metabolic acidosis and that cyanosis had
generalandtoanswerquestionsfromthetutor.
17 occurredasaresultofmethemoglobinemiaonthebasisofthelow

18 pHlevel,theionofbicarbonate,pCO2andthehighlevelofpO2and

19 methaemoglobin in the analysis of blood gas. Theyfound that the
20 TheApplicationofExpositoryTeachingStrategies
colour of the blood taken from Emre was chocolatebrown. The
21 In the control group, subtopics included in the Electrochemistry
resultofrenalfailure,extrapolatedbyseveralstudentsinthethird
22 topicwere presented using expository teaching strategies and a section, was also confirmed in this section. The tutor asked the
23 questionanswer technique. The same questions posed by tutors students about the reasons for the peaked T waves in the
24 and subtopics in the Electrochemistry topicin the PBLapproach electrocardiogram results and for the high level of the ions of
25 werealsosolvedinthecontrolgroup.TheElectrochemistrytopic potassium in the biochemistry of blood. As a result of their
26 wastaughtover18coursehoursbythesameresearcher,asinthe investigations, students found that Emre had hyperkalemia
27 PBLteaching. (hyperpotassemia) due to the high level of the ions of potassium
28
29 and that therefore the peaked T waves occurred in the
30 electrocardiogramatthesametime.
ResultsandDiscussion At the end of Education Session I, students achieved the required
31
TheResultsoftheEducationSessions aims through group discussions and investigations. Students made
32
33 In the experimental group, the students participation in each hypotheses about howEmrecould have become poisoned and
34 education session and their hypotheses about the problem and become ill as a result of eating or drinking something in the
35 whether they would be able toachieve the learning objectivesfor shoppingbags.
36 eachsessionwererecordedonvideoandalsoexaminedwithinthe
37 session.The students established hypotheses both individually and TheResultsofEducationSessionII
38 in groups, carried out the research, engaged in discussions and In the first section of Education Session II, students proved the
39 proposedsolutionsundertheguidanceofthetutorinordertosolve hypothesis thatEmrecould have been poisoned, but they couldnt
40 theproblemathand. identifytheactivesubstancewhichhadcausedtheactualpoisoning
41 of Emreor prove the hypothesis that Asa result of playing
42 TheResultsofEducationSessionI with/looking intothe shopping bags, Emrecould have fallen sick
43 because of something he ate or drunk. In this section, students
44 In the first section of Education Session I, students developed
investigated the active substance which had caused
45 hypothesesaboutwhether:
methemoglobinemia, cyanosis, hyperkalemia and acidosis. As a
46 Emrecouldhavebecomesickbecauseofthethingshehadeaten
resultofresearchcarriedoutbystudents,theyfoundoutthatthe
47 ordrunk,
value of methaemoglobin was 30% in the analysis of blood gas,
48 He couldhavebeen affected by any chemicals in the toys he
there was a significant cyanosis (in physiological signs of bruising)
49 playedwith,
and therefore the colour of the blood sample was chocolate
50 Hecouldhavehadanychronicoracutediseases,
brown (Blane, 2012; Sands, 2012a). They concluded that
51 Hecouldhavedevelopedacold,
hyperkalemia occurred because the value of potassium was 7.5
52 Hecouldhavebeenpoisoned,
mEq/Lintheanalysisofthebiochemistryofbloodandaccordingly
53 Hecould have swallowed something or been able to eat and
muscle fatigue occurred and the normal heart rhythms were
54 drink something from the shopping bags he was playing with
disrupted. They found out that potassium has a great importance
55 withoutanyoneknowing.
forthegrowthofthecells,thefunctionsofmusclesandtheheart
56 They also tried to determine which new information they would
57 muscle and ensures the acidbase balance by replacing with the
needinordertosolvetherelatedproblem.
58 ions of hydrogen in the cell (Sands, 2012b). However, they
InthesecondsectionofEducationSessionI,inthelightofthenew
59 determined that the pH value of 7.10 in the blood gas analysis
information, students disproved most of their hypotheses
60 would result in the deterioration of the HK balance in the cell
developedinthefirstsection,theydevelopednewhypothesesand
membrane. Students were able to explain that when the ions of
2
3 potassiumincrease,thesystemwilltrytoingesttheseionsintothe reductioneventsandtheoxidizingandreducingofchemicalspecies
View Article Online
4 cell and more hydrogen ions will be pumped out the cell and that better. In this manner, students learnt aboutDOI:the
10.1039/C6RP00176A
redox reactions,
5 therefore the value of pH will decrease due to the fact that the the oxidation and reduction events, the oxidizing and reducing of
6 concentrationofhydrogenionswillincreaseinthebloodandresult chemical species and how the redox reactions can be equalized in
7 in acidosis. Students carried outresearchinto the treatment of acidicorbasicenvironment.

8 methemoglobinemia and cyanosis and found out that solutions of Inthethirdsectionofthissessionstudentslearnedthecalculation
9 methyleneblueorascorbicacidmaybeadministeredtothepatient of cell potential, Gibbs free energy and equilibrium constant by
10 insuchcases.Buttheywerenotabletofindoutpreciselywhatkind using standard electrode potentials. They could categorize the
11 oftreatmentcouldbecarriedoutforhyperkalemiaandacidosis. electrochemical cell types and could explain the events occured
12 Inthesecondsectionofthissession,thestudentsinvestigatedhow whentheredoxreactionreachestheequilibrium.
13 gastric lavage, activated charcoal and hyperbaric oxygen therapy Inthissessiontwodifferentactivitiesweregiventothestudents.In
14 arecarried out, for what purposes the medications concerning association with the first activity, students were able to write the
15 aforementioned diseases are used, and whatactive substance had net reaction about the formation of Fe2O3 (rust) by using related
16 caused Emrespoisoning. As a result of their investigationsthey half reactions, could make a decision about the electrochemical
17 learnt the purposes for which the medicationforhyperkalemia and cell type by calculating the cell potential and could find the redox
18 acidosisisusedandalsofoundoutthathyperbaricoxygentherapy reactionofhydroxylaminewiththeionofiron(III).Inaddition,the
19 isadministeredinordertoeliminatebreathingdifficulties(Unveret relatedissueswerereinforcedthroughthetutorsquestions.Inthe
20 al.,2005).Butthestudentswerenotyetabletodiscovertheactive secondactivitystudentstriedtocalculatetheelectrodepotentialof
21
substancecausingthesediseasesandpoisoning. theredoxreactionasbelow:
22 PbI 2e Pb 2I
Inthethirdsectionofthissession,studentsdecidedthatEmrecould
23
havebeenpoisonedbyeatingmatchesandtheytheninvestigated
24 Students hadmoredifficultywith this activitybutwere able to solve
the content of matches. As a result of their investigations, they
25 thequestionwithintraclassdiscussionsandinvestigationunderthe
concluded that there was potassium chlorate (55%), potassium
26 guidance of the researcher. After the second activity, questions
dichromate, carboxymethylcellulose, gelatin, granulated glass, zinc
27 wereagainaskedinordertobetterreinforcethisissue.
oxide, iron oxide and starch in the head of match and that there
28 InthefourthsectionofEducationSessionIIIstudentswereableto
29 was also monoammonium phosphate in the stem of the match
explain the selection of the indicator in redox titrations, the
30 (Turkmen,2006).
requirement of titration of two analyte pairs with a single titrant
31 In the fourth section of this session students investigated which
and how the electrode potential of equivalence point can be
32 substancesin the matches caused Emrespoisoning and how this
calculated. In this way, they were able toreach the expected
33 substance had caused the diseases of methemoglobinemia and
learningobjectives.
34 hyperkalemia. Some of the students expressed the view that the
35 theconcentrationofpotassiumchlorateinthematcheswashigher
The Results of Education Session IV and the General
36 thantheothersubstancesandthissubstancecouldcausepoisoning
Assessment
37 and related diseases. They discovered what the active substance
38 wasandwhatkindofdiseasesitcausedthroughgroupdiscussions. Inthislastsessionstudentssummarizedwhattheyhadlearnedby
39 reproducingthe scenario with a flow chart. After completing the
40 TheResultsofEducationSessionIII flow chart for this scenario, students were asked questionsas part
41 InthefirstsectionofEducationSessionIIIstudentsinvestigatedin of ageneral review and they achieved the solution through their
42 what way the potassium chlorate causesmethemoglobinemia and discussionswitheachother.
43
hyperkalemia, and the structures of haemoglobin and
44 methaemoglobin. They concluded that hyperkalemia, in other TheEffectofPBLonStudentsAcademicAchievement
45 words an excess of potassium, resulted from the higher The results of the MannWhitney U Test, applied to determine
46 concentration of potassium chlorate included in matches and that whether there was a significant difference between the scores of
47 methaemoglobin is the oxidized form of haemoglobin. They found theCATpreandposttestintheexperimentalandcontrolgroups,
48 out that many oxidizing chemicals and medications can cause are given in Table 4 and Table 5.The results of the Wilcoxon Sign
49
methemoglobinemia(Blane,2012). TestwereexhibitedinTable6andTable7:
50
Inthesecondsectionofthissession,theinformationthattheionof
51 Table 4 Comparison of MannWhitney U CAT PreTest in the Experimental
chlorate ClO can convert the ion of iron (+2) to the ion of iron andControlGroup
52
(+3) was given to the students. In the light of this information, Groups N Median MinMax U p
53
students investigated what kind of reaction could occur and Experimental 8 23 1428 14.000 0.100
54
expressed the view that the ion of chlorate (ClO was reduced Control 7 16 1026
55
andtheionofiron(II)wasoxidizedandaredoxreactionoccurred Total 15
56
asbelow:
57

58
59 Theresearcheraskedthestudentsquestionswiththeintentionthat
60 students understand the redox reactions, the oxidation and
2
3 Table5ComparisonofMannWhitneyUCATPostTestintheExperimental experimentalgroup,themajorityofresponseswerelocatedinthe
View Article Online
andControlGroup DOI: 10.1039/C6RP00176A
4 category of Clear Understanding and it can also be seen that the
Groups N Median MinMax U p
5 category of Specific Misconception had a low percentage. All
Experimental 8 68 5876 8.500 0.022
6 Control 7 58 4068
studentsgaveanswersinthecategoryofClearUnderstandingfor
7 Total 15 the 1st, 2nd, 4th and 11th questions. When looking at the total

8 contentanalysisforthesequestionsposedtothecontrolgroup,it
9 Table 6 Comparison of CAT PreTest and PostTest Changes for the can be seen that the majority of responses were located in the
10 ExperimentalandControlGroup categories of Clear Understanding and
11 Groups Pretest Posttest z p Incomprehension/Pointless.Therewerealsosomeanswersinthe
12 Experimental 23(1428) 68(5876) 2.524 0.012 categories of Partial Understanding with Specific Misconception
13 Control 16(1026) 58(4068) 2.371 0.018 and Specific Misconception. Table 9 gives the total content
14 analysis of openended questions. It can be seen that the
15 Table7ThePercentageChangeofCATPreTestandPostTestScoresinthe percentage of the experimental group students responses in the
16 ExperimentalandControlGroup
category of Clear Understanding (81.44%) was higher than the
17 Groups Median MinMax z p
percentage of control group students responses in the same
18 Experimental 1.87 1.073.86 0.694 0.536
category (48.05%). Moreover, it can be seen that the students in
19 Control 2.38 1.543.43
the control group had a higher incidence of responses in the
20
categories of Partial Understanding with Specific Misconception,
21 Considering the values in Table 4 and Table 5, it can be seen that
Specific Misconception and Incomprehension/Pointless

22 there was not a significant difference between the experimental
and control groups according to the scores of the CAT pretest compared to the students in the experimental group. This finding
23
(U=14.000, p> 0.05). On the other hand, in accordance with the supports the finding that the median of scores of CAT posttest in
24
scores of the CAT posttest, it can also be seen that there was a theexperimentalgroup(Median=68)washigherthanthemedian
25
significant difference between both groups in favour of the ofscoresoftheCATposttestinthecontrolgroup(Median=58).In
26
experimental group (U=8.500, p< 0.05). According to Table 6, addition, this conclusion suggests that the students in the
27
changes between the CAT pretest and posttest scores in the experimentalgrouphadabetterunderstandingofthetopic.Table
28
experimental and control groups were found to be statistically 10 shows the result of the MannWhitney U Test for scores
29 significant (z=2.524, p=0.012 and z=2.371, p=0.018, respectively).
30 obtained by the categorization of openended questions of both
There was significant increase in the scores of both groups. experimentalandcontrolgroups.ExaminingthevaluesinTable10,
31 Furthermore, according to Table 7, it could be observed that the
32 it can be seen that there was a significant difference betweenthe
increase rates of pre and posttest scores in both groups were
33 scoresinfavouroftheexperimentalgroupduetoU=2.500,p<0.05.
statisticallythesame(z=0.694,p=0.536).Thisfindingalsoshowed
34 that there was no statistically significant difference between the The findings obtained from openended questions show that PBL
35 PBL and the expository teaching strategy. The PBL and the increased the ability of the experimental group to give answers
36 expositoryteachingstrategyincreasedstudentsscoresatthesame fulfilling the criteria for Clear Understanding. Students in the
37 rate. Observing a significant difference in the favour of the experimental group were also able to make statements showing
38 experimental group in the CAT posttest scores suggested that fewer misconceptions than the students in the control group and
39 problembased learning was an effective tool to improve the also had a better understanding of related topics. Table 11 shows
40 academic achievement of students. Studies concerning the results of the students responses to openended questions in
41 electrochemistry and the other chemistry topics in the literature theexperimentalandcontrolgroups.Inaddition,ifthePercentage
42 have also supported these findings, namely that PBL has an Distributions of Students in the Experimental and Control Groups
effective role in improving students academic achievement
43 are considered for each Openended Question in Table 8 and for
(Buyukdokumac, 2012; nce Aka, 2012; Janssonet al., 2015;LiTeh
44 students responses to these questions in Table 11, it could be
andYakob, 2013;Oezden, 2009; OzekenandYldrm, 2011; Senocak,
45 Taskesenligil and Sozbilir, 2007; Tarhan, Kayal, Urek and Acar, observedthatpercentageofstudentsfromtheexperimentalgroup,
46 2008). who responded the fourth (concerning the relationship between
47 Gibbsfreeenergyandelectrodepotential),theseventh(concerning
48 the relationship between equilibrium constant and electrode
49 TheResultsofContentAnalysisofOpenendedQuestions potential) and the eighth (concerning the relationship between
50 Questions relating to the topic of electrochemistry were asked to solubilityproductconstantandelectrodepotential)questionsinthe
51 the students in the experimental and control groups and their categoryofClearUnderstandingweregreaterthanthepercentage
52 responses were categorized and evaluated by content analysis. In of students from the control group, who responded the relevant
53 Table8,thepercentagedistributionsofstudentsresponsesinboth questions.In this context, it can be concluded that comprehension
54 groups to the openended questions concerning related topics are and interpretation of students from the experimental group were
55 given in accordance with the categories of Clear Understanding, superior to the students from the control group. Since students
56 Partial Understanding, Partial Understanding with Specific from the experimental group were allowed to communicate with
57 Misconception, Specific Misconception and each other, to work in groups and to do research within certain
58 Incomprehension/Pointless.AsTable8shows,whenlookingatthe scenarioandactivities:
59 total content analysis for the openended questions posed to the
60
2
3
View Article Online
Table8ThePercentageDistributionsofStudentsintheExperimentalandControlGroupsforeachOpenendedQuestion DOI: 10.1039/C6RP00176A
4
5 ExperimentalGroup ControlGroup
6
%DistributionsAccordingToCategories %DistributionsAccordingToCategories
7 QUESTIONS
CU PU PUSM SM I CU PU PUSM SM I

8 1)Whatdoyouunderstandbyredox
100 100
9 reaction?
10 2)Whatareoxidationandreduction? 100 100
3)Consideranelectrochemicalcell.What
11
comesintoyourmindwhenAnodeand 83.4 8.3 8.3 100
12 Cathodearementioned?
13 4)Whatdoyouknowabouttherelationship
14 betweenGibbsFreeEnergyandElectrode 100 57.1 14.3 14.3 14.3
15 Potential?
16 5)Whatdoyouknowaboutthedifference
betweenCellPotentialandStandardElectrode 12.5 62.5 25.0 14.3 14.3 14.3 57.1
17 Potential?
18 6)WhatdoyouknowabouttheSHEof
19 referenceelectrodes? 75.0 25.0 28.6 28.6 42.8
20 7)Whatdoyouknowabouttherelationship
21 betweenequilibriumconstant(Kd)and 87.5 12.5 28.6 57.1 14.3
22 ElectrodePotential?
8)Whatdoyouknowabouttherelationship
23 betweensolubilityproductconstant(Ksp)and 80.0 20.0 14.2 42.9 42.9
24 ElectrodePotential?
25 9)Whatdoyouunderstandabouthowyou
26 findtheequivalencepointelectrodepotential 62.5 37.5 14.3 85.7
27 inredoxtitrations?
10)Whatdoyouunderstandaboutwhetheran
28 environmentcontainingtwoanalytepairscan 87.5 12.5 57.1 42.9
29 betitratedbyonetitrantsimultaneously?
30 11)Whatdoyouknowabouthowthe
100 42.9 57.1
31 indicatorinredoxtitrationsisdetermined?
32 TOTAL 81.44 8.25 2.06 1.03 7.22 48.05 12.98 3.90 2.60 32.47
33
34 Table9TotalContentAnalysisofOpenendedQuestionsintheExperimentalandControlGroups
35
CU PU PUSM SM I
36
f % f % f % f % f %
37
ExperimentalGroup 79 81.44 8 8.25 2 2.06 1 1.03 7 7.22
38
39 ControlGroup 37 48.05 10 12.98 3 3.90 2 2.60 25 32.47
40
41 Table10TheResultoftheMannWhitneyUTestofOpenendedQuestionsintheExperimentalandControlGroups
42
43 Groups N Median MinMax U p
44 Experimental 8 93.50 71100 2.500 0.003
Control 7 61.00 3684
45 Total 15
46
47
48
49
50

51
52
53
54
55

56
57
58
59
60

2
DOI: 10.1039/C6RP00176A
4 Table11StudentsResponsestoOpenendedQuestions
5 TheExplanationoftheOpenendedQuestions StudentsResponses
6 Redox reactions are the oxidation and reduction reactions. For example; the
7 oxidationofFe2+iontoFe3+ionorthereductionofFe3+iontoFe2+ion.(EGS1)(CU)

Redoxreactionsaretheoxidationandreductionreactions.Thesereactionsarebased
8 After examining the students responses for both groups, it was observed that all onelectronexchangereactions.(CGS7)(CU)
9 students in both groups gave answers which fell in the category of Clear TheoxidationreactionisanoxidationofFe2+iontoFe3+ion.Itlosesanelectron.In
Understandingtothefirstandsecondquestions.Thesewereaboutredoxreactionsand this case, losing the electron is called oxidation; gaining the electron is called
10 theconceptsofoxidation/reductionrespectively: reduction. For example, chlorate ions are reduced to chloride ions in the scenario.
11 (EGS1)(CU)
12 Giving up an electron is called oxidation; gaining an electron is called reduction.
(CGS5)(CU)
13 Examiningtheresponsesofstudentsintheexperimentalgrouptothethirdquestion,it Theanodeisthesiteofoxidation,whilethecathodeisthesiteofreduction.(EGS3)
14 was determined that most students defined the concepts of anode and cathode (CU)
15 correctly.However,onestudentreferredtothesaltbridgeandmadeamistakeabout Whenyousayanodeandcathode,thesaltbridgecomestomymind.Electronsflow
theflowofelectronsinthesaltbridgewhenhe/shedefinedtheconceptsofanodeand fromtheanodetothecathode.(EGS8)(SM)
16 cathode and one student did not understand the question. In the literature, it can be When you say that, the electrochemical cell, the salt of bridge, Ecell, Ksp, Kd, the
17 seen that there are also misconceptions about the electron flows in the salt bridge schematic representation of cells, galvanic and electrolytic cells come to my mind.
18 (Akramet al., 2014; Allsop and George, 1982; Brandiet and Bretz, 2014; Cullen and (EGS1)(I)
Pentecost, 2011; Rogers, Huddle and White, 2000; Sanger and Greenbowe, 1997; Oxidationoccursattheanode,whilereductionoccursatthecathode.(CGS4)(CU)
19 Tasdelen, 2011; Ylmaz, Erdem and Morgil, 2002). It was seen that all students in the
20 control group gave statements within the category of Clear Understanding for the
samequestion.
21
Examiningtheresponsesofthestudentsintheexperimentalandcontrolgroupstothe ,
" is Gibbs free energy. , ; In the event of
22 fourth question, it was seen that all students in the experimental group and four <0Ecell>0;thetypeofelectrochemicalcellisagalvaniccell,whileintheeventof
23 students in the control group gave answers with regard to determining electrode >0,Ecell<0;thetypeofelectrochemicalcellisanelectrolyticcell.Inagalvaniccell,
potentialaccordingtowhetherGibbsfreeenergyisgreaterorlessthanzero.However,
24 for this fourth question, one student in the control group gave an answer only on
the reactions take place spontaneously, while the reactions do not take place
spontaneouslyinanelectrolyticcell.(EGS8)(CU)
25 whether the reaction occurring spontaneously in accordance with Gibbs free energy Intheeventof <0,Ecell>0;thetypeofelectrochemicalcellisagalvaniccellandthe
26 was greater or less than zero, without mentioning electrode potential. This therefore reaction takes place spontaneously. In the event of >0, Ecell<0; the type of
belongedtothecategoryofPartialUnderstanding.Itwasalsoobservedthattherewas
27 a misconception concerning this issue in the response of one student who suggested
electrochemical cell is an electrolytic cell and the reaction doesnt take place
spontaneously.(CGS4)(CU)
28 that if the electrode potential was lower than zero, the reaction occurred Intheeventof <0;thereactionoccursspontaneously.Intheeventof >0;the
29 spontaneously. One other student didnt answer the question. This finding is also reactiondoes not occur spontaneously. The spontaneous occurrence of the reaction
supportedbyseveralstudiesintheliterature.Akrametal.(2014)concludedthatthere showsthatthetypeofelectrochemicalcellisagalvaniccell.Onthecontrary,whenthe
30 were misconceptions by students in interviews concerning the relationship between reaction does not occur spontaneously, this shows that the type of the
31 occurringspontaneouslyandtheelectrodepotential. electrochemical cell is an electrolytic cell. In this situation, it needs to get outside
32 powersothereactioncantakeplace.(CGS3)(PU)
33 Whentheelectrodepotentialisnegative,thereactionoccursspontaneously.(CGS1)
(SM)
34 Verygoodquestion.Idonotrememberatthemoment.(CGS2)(I)
35 Forthefifthquestion,itwasseenthatthepercentageofresponsesofthestudentsin Standard electrode potential occurs in the standard conditions (250C); while
thecontrolgroupintheIncomprehensioncategorywashigherthanthepercentageof electrodepotentialoccursinnormal,nonstandardconditionsandinoneofthemitis
36 responsesofthestudentsintheexperimentalgroup.Therewerealsoresponsesinthe processedbytakingthereferenceofH+;andintheotherone,itisprocessedwithout
37 category of Specific Misconceptions in the control group. In the control group, four takingthereferenceofH+.(EGS4)(CU)
38 studentsdidntgive ananswertothequestionandonestudentalsomadestatement Standard electrode potential occurs under standard conditions; while electrode
including a misconception because he/she expressed wrongly that the difference potential is also the collection of oxidation and reduction potentials of two half
39 between cell potential and standard electrode potential was to do with galvanic and reactions.(CGS2)(CU)
40 electrolyticcells. E0 of anode halfcell and E0 of cathode halfcell are written into the half reactions
41 andgatheredsidebyside.Thereforewehaveachievedastandardelectrodepotential.
Fromthere,wecanfindtheelectrodepotentialwithNernstequation.Whenweget
42 the equation with we find the electrode potential. But we
43 write as reductionpotentials in the anode and cathode. Therefore we find electrode
, ,
44 potential. ;
45 (EGS7)(PU)
Standard electrode potential is the electrode potential of hydrogen. In fact, they
46 measuredhydrogenandagreedittobezero.Theymeasuredtheelectrodepotentials
47 oftheothersbytakinghydrogenasareference.(CGS7)(PU)
48 The difference between standard electrode potential and electrode potential is
galvanic and electrolytic. I remember it as being occurence spontaneously and non
49 occurrencespontaneously.(CGS5)(SM)
50 Idontknow.Letspassonthisone.(EGS3)(I)
For the sixth question, it was observed that the percentage of the Incomprehension Itisthestandardhydrogenreferenceelectrode.Itselectrodepotentialis0.00volts.
51 category for students in the control group was higher than for the students in the Forthisreason,wecanfindelectrodepotentialsoftheothersubstances.Itisusedas
52 experimentalgroupandalsothattherewerenoanswersintheSpecificMisconception thereference.(EGS5)(CU)
53 category in either group. The majority of students in the experimental group could InSHE,therewasHClsolutionunderit.Wemadeitwithplatinum.Thiswasdueto
definetheSHEreferenceelectrodeexactlyandstatethatitsvalueofstandardelectrode releasehydrogengas.Duetothefactthatelectrodepotentialwas0.00volts,itwas
54 potentialis0.00volts.Forthesamequestion,itwasobservedthatthepercentageof takenasthereference.(CGS6)(CU)
55 responses in the category of Clear Understanding was also lower for the students in Idonotknow.Nothingcomestomind.(CGS4)(I)
56 thecontrolgroupandthattheycouldnotdefinetheSHEreferenceelectrodeexactly: There was H2 gas. I remember it. There was a figure similar to the salt bridge, we
performed our processes overit. There was a reaction of H2gas. I do not remember
57 theelectrodepotential.Letspassonthisquestion.(CGS5)(PU)
58
59
60
2
3 Table 11 Students Responses to Openended Questions (Continuation)
View Article Online
4 DOI: 10.1039/C6RP00176A
TheExplanationoftheOpenendedQuestions StudentsResponses
5 Fortheseventhquestion,themajorityofthestudentsintheexperimentalgroupgave IntheNernstequationof
,
;wewriteKd insteadofQ.Wefirst
6 responsesintheClearUnderstandingcategory,andthemajorityofthestudentsinthe write cathode and then the anode separately in the Nernst equation. In balance,
control group gave responses in the Partial Understanding category. Although the Ecell=Ecathode=Eanode equalizes to zero. In this case, we could find Kd by equalizing
7 proportion was low, there were responses for students in both groups in the

togethertheNernstequationsofcathodeandanode.(EGS1)(CU)
8 Incomprehension category as regards the relationship between equilibrium constant IntheNernstequation,wecanfinditfromthepartoflogarithm.(CGS2)(PU)
9 and electrode potential. Only one student in the experimental group was not able to WefindEanodeandEcathodeseparately.Andweaccumulatebothofthemandfindthe
describe the relationship between equilibrium constant (Kd) and electrode potential electrodepotentialofequivalencepoint.(EGS6)(I)
10 correctly, getting it confused with finding the electrode potential of the equivalence
Itisthat .Idonotknowexactly.(CGS4)(I)
11 pointintheredoxtitrations.Again,onestudentinthecontrolgroupalsogaveonlythe
formulaoftheequilibriumconstant,showingthatthestudenthadnotunderstoodthe
12 question:
13 For the eighth question, the majority of students in the experimental group gave Forexample; Hence;wefindthat
14 answersinthecategoryofClearUnderstanding.Inthecontrolgroupthepercentages
.Ofcourse;thequestionmustgivethereductionpotentialofsilver.Andthen,in
15 of responses given in the categories of Partial Understanding with Specific
,
MisconceptionandIncomprehensionwerehighand,again,inthecontrolgrouponly the Nernst equation of ; we write instead of . In
16 one student gave an answer in the category of Partial Understanding.For the same theeventof 1.00M;thatisE=E0.ThereforewefindKsp.(EGS5)(CU)
17 question, it was observed that the percentage of Incomprehension in the control We write the Nernst equation again. From part of the logarithm, we write the
group was higher than the related percentage in the experimental group. It was seen
18 thatthemajorityofstudentsintheexperimentalgroupcouldexplainhowthesolubility
concentrationofproductorreactantbytaking1.00Molar.Andthen,wereplaceitin
theNernstequation.(CGS2)(PU)
19 productconstantwouldbefoundonthebasisofelectrodepotentialbygivingexamples InordertofindthesolubilityproductconstantfromtheNernstequation,whenwe
20 andonlytwostudentsgaveananswersuggestingthesolubilityproductconstantcould
write in the part of logarithm in the equation, the part of product is
befoundbywritingKspinsteadofKdintheNernstequation,thusputtingtheiranswers
21 Ksp.(EGS6)(PUSM)
inthecategoryofPartialUnderstandingwithSpecificMisconception.Itwasseenthat
22 threestudentsinthecontrolgroupalsogaveasimilaranswerinthecategoryofPartial The solubility product constant is found by the Nernst equation. We write Ksp this
Understanding with Specific Misconception about being able to find the solubility time.(EGS8)(PUSM)
23 In the Nernst equation, when we accumulate half reactions from part of the
product constant by writing Ksp instead of Kd in the Nernst Equation. Three students
24 werenotabletoanswerthequestion: logarithm,wealsofindKspliketheequilibriumconstant.(CGS3)(PUSM)
25 Idonotrememberrightnow.(CGS7)(I)
Eanodeand Ecathodeare written by Eeqin the Nernst equation separately. Two of Eeqare
26 accumulatedanddividedbythenumberofelectrons.Ifthenumberofelectronsisnot
27 thesame,itismultipliedincludingEeq.Therefore,Eeqsareaccumulatedanddivided.
28 (EGS6)(CU)
For the ninth question, it was observed that the percentage of responses in the For example; in the reaction of ; when electron
29 category of Clear Understanding was high in the experimental group, while the numbersoftheionsof and areequal,theNernstequationsoftheanode
30 percentage of responses in the category of Incomprehension was quite high in the andcathodearewrittenseparately.BothofthemareEeq.Theyareaccumulatedand
31 controlgroup.Fivestudentsintheexperimentalgroupgaveanswersinthecategoryof theconclusionisdividedbythenumberofelectrons.Ifthenumbersofelectronsare
ClearUnderstandingandthreestudentsalsogaveanswersinthecategoryofPartial notequal,Eeqaremultipliedandaccumulated,andagaintheconclusionisdividedby
32 Understanding.For the same question, the majority of students in the control group thenumberofelectrons.(EGS3)(CU)
33 saidthattheycouldnotrememberhowtheelectrodepotentialoftheequivalencepoint When finding the electrode potential of equivalence point, mLs were given in the
34 couldbefoundintheredoxtitrations.Onlyonestudentcouldnotexpressexactlyhow question.Andwecanfindandcalculatemmoles.Wecanfinditfromtheformulaof
theelectrodepotentialofequivalencepointcouldbefoundandgaveananswerinthe .(EGS8)(PU)
35 categoryofPartialUnderstanding: We write Eanodeand Ecathode. We calculate both of them separately. The addition of
36 theseisequivalencepoint.(CGS2)(PU)
37 Wefinditbycalculation.Wecalculatewithnumbers.(CGS1)(I)
Ihaveforgottenatthemoment.(CGS3)(I)
38 Iguessitisthepotentialwhenitreachesequilibrium.(CGS7)(I)
39 Forthetenthquestion,itwasobservedthatthepercentageofresponsesintheClear Forexample,ifthemediumcontainingtheionsofFe2+ andFe3+ titratesbytheionof
40 Understandingcategorywashigherforthestudentsintheexperimentalgroupthanfor Ce4+,thedifferencebetweenstandardelectrodepotentialsofironionswouldbeover
the students in the control group, while the percentage of responses in the 0.2volts.(EGS1)(CU)
41 Incomprehensioncategoryforthestudentsintheexperimentalgroupwaslowerthan The difference between electrode potentials should be 0.2 volts or over this
42 for the students in the control group. It was observed that only one student in the value.(CGS6)(CU)
43 experimental and three students in the control group could not remember that the
differencebetweentheelectrodepotentialsofpairsshouldbeover0.2voltsinorderto
44 be able to titrate by one titrant simultaneously in a medium containing two analyte
45 pairsintheredoxtitrations:
46 Fortheeleventhquestion,itwasobservedthatallstudentsintheexperimentalgroup If the standard electrode potential is 1.75 volts, the electrode potential of the
47 gave answers in the category of Clear Understanding, three students in the control indicatorshouldbeclosetothatpotential.(EGS2)(CU)
groupgaveanswersinthecategoryofPartialUnderstanding,andfourstudentsinthe IfEeqis1.25voltsintheanalyte,theelectrodepotentialoftheindicatorshouldalso
48 controlgroupgaveanswersinthecategoryofIncomprehension.Whilestudentsinthe bewithinthisrange.(CGS2)(CU)
49 control group made scientific statements suggesting that the solutions electrode Whenwedropacertainamountoftitrantintoacertainamountofsolution,wesee
50 potentialoftheequivalencepointshouldbeequaltotheindicatorselectrodepotential that the portion of solutions varies. It could change colour. This situation happens
oftheturningpoint,somestudentsinthecontrolgroupmadestatementsunrelatedto withtheindicator.(CGS3)(I)
51 thequestion,suggestingthattheindicatorshouldchangecolourinthesolution:

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Chemistry Education Research and Practice
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DOI: 10.1039/C6RP00176A
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JournalName
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ARTICLE

8
9
10
11
12 CorrelationbetweenScoresfromtheCATPostTestandtheScores questionsincorrectly,whereasCGS2answeredallofthequestions
13 fromOpenendedQuestions correctly.The fact that CGS2 who gave an answer in the
14 Theresultsconcerningthecorrelationbetweenthescoresfromthe Incomprehension/Pointless category to the openended question
15 CATposttestandthescoresobtainedfromopenendedquestions correctlyansweredalloftherelatedquestionsinCATtest,whereas
16 ofstudentsintheexperimentalandcontrolgroupsarepresentedin answers given by CGS1 and CGS3 to CAT test questions were
17 Table12: partial consistent with their answers to openended questions
18 Table12CorrelationbetweentheScoresfromCATPostTestandtheScores supports the idea that the correlation is partial.Similarly, it was
19 fromOpenendedQuestions observed that CGS7 gave an answer in the
20 Interview ExperimentalGroup ControlGroup Incomprehension/Pointless category to the eighth open ended
21 r 0.907* 0.595* question regarding the relationship between Ksp and electrode
CAT p 0.002 0.159

22 potential.The fact that the same student correctly answered four
N 8 7
23 outofsixquestionsinCATtestregardingthesubtopicofstandard
24 ExaminingthevaluesinTable12,itwasdeterminedthattherewas
potentials of systems related to precipitates support the idea that
25 ahighlevel,positiveandsignificantrelationshipbetweenthescores
the correlation is partial. A sample question in CAT test regarding
26 from the CAT posttest and the scores obtained from the open
thetopiccanbeseeninAppendix6.
27 ended questions of students in the experimental group [r (8) =
Thisfindingshowsthatthereisahighlevel,positiveandsignificant
28 0.907 and p< 0.01].Considering answers given to openended
relationship between the scores from the CAT posttest and the
29 questionsbyexperimentalgroupstudents,itwasobservedthatthe
scores obtained from openended questions of students in the
30 student EGS8 gave an answer in the Specific Misconception
experimentalgroup,butthereisalsoapartialsignificantcorrelation
31 categorytothethirdquestionregardinganodeandcathode.Itwas
between the scores for the related test and the scores obtained
32 found that EGS8 incorrectly answered two questions about
fromopenendedquestionsforthestudentsinthecontrolgroup.
33 determining anode and cathode according to electrochemical cell

34 types in the CAT test (Appendix 4). This finding shows that the
TheResultsofContentAnalysisofQuestionsinSemistructured
35 student incorrectly determined electrolytic and galvanic cell types,
Interviews
36 thus anode and cathode.Similarly, other experimental group
37 students answered either one of the questions incorrectly or Answersgivenbyexperimentalandcontrolgroupstudentstosemi
38 answered all of the questions correctly.EGS6 and EGS8 were structuredinterviewquestionswereanalyzedwithcontentanalysis.
39 observedtogiveanswersinthePartialUnderstandingwithSpecific Table 13 shows positive and negative opinions of experimental
40 Misconception category to the eighth openended question groupstudentsregardingPBLandgroupwork.Ascanbeseenfrom
41 regarding the relationship between electrode potential and Table 13, experimental group students had positive opinions
42 solubilityconstant.AtotalofsixquestionswasaskedintheCATtest regardingthePBLmethodandstatedthatitledthemtoresearch,it
43 regardingthesubtopicofstandardpotentialsofsystemsrelatedto was understandable, informative, relevant to everyday life and
44 precipitates.EGS8answeredonlytwoofthesequestionscorrectly, allowedforpermanentlearningandincreasedtheirknowledgeand
45 whereas other experimental group students answered one or two interpretation ability.Two students, on the other hand, stated
46 of these questions incorrectly. This finding shows that EGS8 beforetheapplicationthattheyfeltasiftheywerepassiveanddid
47 partially misunderstood the relationship between electrode notbelievetheyweregoingtolearnanythingatall, whereasthey
48 potentialandKsp(Appendix5). expressedhowwrongtheywereaftertheapplication.Thisfinding
49 Examining the values in Table 12, there was also an insignificant issupportedbysomestudiesintheliterature(Ashraf,2013;Flynn
50 relationship between the scores from the CAT posttest and the and Biggs, 2012; Lopes et al., 2011). Experimental group students
51 scoresobtainedfromtheopenendedquestionsofstudentsinthe had negative opinions as well, such as the view that PBL was
52 controlgroup[r(7)=0.595andp>0.01].Tothefourthopenended unusual, timeconsuming and exhausting. In a study conducted by
53 Tatar (2007) on this subject, it was stated that there was a time
question regarding the relationship between electrode potential
54 limitationinproblembasedlearningandmethodsunusualnessled
and Gibbs free energy, CGS1 gave an answer in the Specific
55 to certain limitations. Some of the statements of experimental
Misconception category, CGS2 gave an answer in the
56 groupstudentsregardingPBLcanbefoundbelow:
Incomprehension/Pointless category, CGS3 gave an answer in the
57
Partial Understanding category and other control group students I think it is good.It is easier in terms of learning.For example, we learned
58
gaveanswersintheClearUnderstandingcategory.Threequestions how to relate our knowledge to our everyday lives after the
59 application.I think it was positive.It increases the incentive for
60 wereaskedinCATtestregardingthistopic.CGS1answeredtwoof
research and also makes it easier and more understandable,
these questions incorrectly and CGS3 answered one of these
2
3 examples from everyday life make it easier and more Group work is very advantageous.We exchange ideas, we laugh and have
View Article Online
understandable.Therewerenonegativeaspects.However,ittakes fun.These were nice things.I mean, DOI:I10.1039/C6RP00176A
believe these are
4 alotoftime.(EGS2) advantages.Idonotbelievethesearedisadvantages.(EGS7)
5
Atfirst,Iconsideredmyselfasavictim.Butaswelearntmore,westartedto Positiveandnegativeopinionsofcontrolgroupstudentsregarding
6 practicemore.Wedidnothaveafoundation.Westartedtolearn
7 the expository teaching strategy are given in Table 14.As can be
by research.I did not know anything about PBL.The more I

8 learned,themoreknowledgeIhad.Asamatteroffact,ithasboth seen from Table 14, control group students had positive opinions
9 pros and cons.In terms of its negative aspects, we are used to sincetheywerefamiliarwiththetheexpositoryteachingstrategy,
10 beingtaughtsomethingfromthebeginning.Sincewearenotused they were able to better understand concepts with the method
to learning on our own, this method seemed a little too presentedbytheteacher,teachershadpositiveapproachesandthe
11
complicated.ThatiswhyIcouldnotanswersomequestions.Asfor
12 its positive aspects, the method is very good.It felt very good to
studentsdidnotlikeresearch.Thenoveltyandunfamiliarityofthe
13 learnsomethingthroughresearchandpracticewhatwelearned. problembased learning for students are among its limitations
14 (EGS5) (Tatar,2007;Tosun,2010).Forthisreason,itcanbesaidthatitis
15 Studentsstatedthattheyfoundgroupworktobepositivebecause onlynaturalforcontrolgroupstudentsstudyingElectrochemistry
16 it allowed them to exchange information, find the correct answer withtheexpositoryteachingstrategytohavesuchopinions.Control
17 by providing environment for discussion, communicate with each groupstudentsalsohadnegativeopinionsregardingtheexpository
18 other and enrich their hypotheses. This finding is supported by teaching strategy, because they found it to be inadequate,
19 some studies in the literature (Senocak et al., 2007; Tarhan et al., uninterestingandleadingtorotelearning.Theyalsobelievedthatit
20 allowedforaninsufficientinformationtransfer,statedthattheydid
2008;TosunandTaskesenligil,2013;Urenaetal.,2012).However,
21 not have a chance to stand out, did not understand the topic and
students stated that group work provided a disadvantage due to

22 that teachers sometimes had negative approaches. This finding is
discussionsthatstartedamongfriendsasaresultofopposingideas,
23 supported by some studies in the literature as well. In a study
the difficulty of changing incorrect information and possible
24 conducted by Serin (2009), it was noted that students were more
communication gaps.It was reported in some studies in the
25 enthusiasticaboutresearch,designingandperformingexperiments
literature that certain disadvantages were encountered during the
26 inproblembasedlearning,whereasstudentsusuallylistenedtothe
27 implementation of problembased learning due to heterogeneous
groups, problems among students in the same group, inadequate teacher,noteddowndefinitions,formulasandgraphicsgivenbythe
28 teacherandsolvedproblemsrequiringmathematicaloperationsin
29 knowledge acquisition, competition among students and limited
time (Tosun, 2010; Tosun and Taskesenligil, 2013). Some of the the expository teaching strategy. In this context, it was concluded
30
statements of experimental group students regarding group work that students were more enthusiastic and curious in the problem
31
canbefoundbelow: based learning. In addition, students have a higher level of
32
motivation in problembased learning (Figueira and Rocha, 2014;
33 Group work has its advantage, because we exchange ideas with
MadhuriandGoteti, 2011; Marks andEilks, 2010; Moralar, 2012;
34 everyone.Everyone's ideas go through a filter.You get to hear
aboutideasdifferentfromyours.Forexample,alotofhypotheses Zhang, Zhang and Jing, 2011). Content analysis results of control
35
weresuggestedotherthanmine.Ihadnotthoughtaboutthose.It andexperimentalgroupstudentsaregiveninTable15:
36
offersdiversity.Ihavenotseenanydisadvantages.(EGS3)
37
38 Table13PositiveandnegativeopinionsofexperimentalgroupstudentsregardingPBLandgroupwork
39 PositiveOpinions f % NegativeOpinions f % PositiveOpinions f % NegativeOpinions f %
40 Subthemes: Subthemes: Subthemes: Subthemes:
33 80.49 8 19.51 25 83.33 5 16.67
AboutPBL AboutPBL GroupWork GroupWork
41
Information
42 Understandable/Informative 8 24.24 Unusual 4 50.00
exchange
8 32.00 Discussion 2 40.00
43 Incorrect
44 Completelypositive 6 18.18 Timeconsuming 2 25.00 Completelypositive 8 32.00 information 1 20.00
45 transfer
46 Difficultyof
Hesitatingdueto
Leadingtoresearch 5 15.15 1 12.50 Communicating 3 12.00 changingincorrect 1 20.00
47 camera
information
48 Applicationand Discussion Communication
5 15.15 Exhausting 1 12.50 2 8.00 1 20.00
49 interpretation environment gap
50 Relevanttoeverydaylife 4 12.12 Fun 2 8.00
51
Enriched
52 Informationexchange 2 6.06 2 8.00
hypotheses
53
54 Changeinfeelingofpassivity 2 6.06
55
56 Necessitytoapplyinother
1 3.03
57 coursesaswell
58

59

60
2
3 Table14Positiveandnegativeopinionsofcontrolgroupstudentsregarding studentsbestinterests.Thereisclearlyabalancetobeconsidered
View Article Online
theexpositoryteachingstrategy DOI: 10.1039/C6RP00176A
4 herebetweenthelikelyvalueoftheresearchfindingsininforming
Positive Negative
5 f % f % future practice, and protecting the interests of research
Opinions Opinions
6 Subthemes 17 50.00 Subthemes 17 50.00
participants. Making judgements about the acceptability of such
7 Teacher 6 35.29 Inadequate 7 41.18 designs will in part depend on how strong the grounds are

8 Not considered to be for expectingthe innovation to be advantageous
Understandab
9 le/Informative
4 23.53 encouraging 3 17.65 in the research context, given that studies without suitable
10 forthecourse comparisonconditionsarealwaysopentothequestionofwhatthe
Completely
11 2 11.77 Rotelearning 3 17.65 outcomeswouldactuallyhavebeenwithouttheinnovation.Thisis
positive
12 Not an issue that researchers, and indeed the wider research
13 Nonnecessity
2 11.77 Understandab 1 5.88 community,needtoconsider.
ofresearch
14 le/Informative
15 Notpreferring Not
1 5.88 1 5.88
teamwork interesting
16
Notleadingto
Conclusion
17 Catchy 1 5.88
research
1 5.88
ThisstudyexaminedtheeffectofPBLontheacademicachievement
18 Beingfamiliar Notbeing
of students when applied to the topic of electrochemistry. The
19 withthe 1 5.88 abletostand 1 5.88
method out effect of applying PBL on students academic achievement was
20
evaluatedbytheMannWhitneyUTest.Accordingtotheresultsof
21
22 Table15TotalContentAnalysisResultsofControlandExperimentalGroup the MannWhitney U Test, although there is not any significant

Students difference between the resultsof the pretest in the experimental
23
PositiveOpinions NegativeOpinions andcontrolgroups,thereisasignificantdifferenceintheresultsof
24 Groups f % F %
25 posttest in favour of the experimental group (U=8.500, p< 0.05).
Experimental 58 81.69 13 18.31
26 Control 17 50.00 17 50.00 Furthermore, the result of Wilcoxon Sign Test showed that the
27 changes in the CAT pretest and posttest scores of students from
AscanbeseenfromTable15,thepercentageofpositiveopinions
28 theexperimentalandcontrolgroupswerefoundtobestatistically
in the experimental group (81.69%) was higher compared to the
29 significant (z=2.524, p=0.012 and z=2.371, p=0.018, respectively);
percentage of positive opinions in the control group (50.00%),
30 andaccordingly,itcouldbeseenthattheincreaseratesofpreand
whereas the percentage of negative opinions in the experimental
31 posttestscoresofstudentsfrombothgroupswerestatisticallythe
group(18.31%)waslowercomparedtothepercentageofnegative
32 same(z=0.694,p=0.536).ThesefindingsalsosuggestedthatthePBL
opinions in the control group (50.00%). This finding shows that
33 and the expository teaching strategy increased students scores at
experimental group students had positive opinions regarding PBL
34 thesamerate.Thereasonwhytherewasnosignificantdifference
andgroupwork.
35 betweentheexperimentalandcontrolgroupsaccordingtotheCAT
In this study we divided a group of students to compare two
36 pretest scores was result of inadequate sample size.If the sample
treatments. Such comparisons are potentially valuable for
37 size increases, a statistically significant difference could be
comparing different pedagogical approaches. However, they also
38 determinedbetweentheCATpretestscoresofstudentsfromthe
potentially raise ethical concerns. It is in thenature of research of
39 experimental and control groups. Additionally, it was considered
thiskindthatitcannotbeknowninadvancewhichtreatment(i.e.
40 thatthesignificantdifferencebetweentheCATposttestscoresof
teaching approach etc.) will be found to be most effective or
41 students from the experimental and control groups was result of
42 otherwise advantageous in a study. However, such studies are
greatervariationofthemedianvaluesoftheCATposttestscoresin
43 motivated by theories, and often existing studies from other
both groups.Since the purpose of the present study was to
44 contexts, that suggest an innovation may be more advantageous
determine the difference between the PBL and the expository
45 than the default treatment. If it were considered certain that an
teaching strategy in terms of their effect on students academic
46 innovation would be more effective (or indeed less effective) in
achievements, the comparison of percentage changes of the CAT
47 some teaching context, then there would be no justification for
pre and posttest scores in both groups would be more accurate
48 carrying out research to test this. If there were good reasons to
approachthanthecomparisonoftheCATpreandposttestscores
49 expect an innovation would provide detrimental in some teaching
between these groups. Observing a significant difference in the
50 context, it would be perverse to seek to test that, as this would
favour of the experimental group in the CAT posttest scores
51 require acting in a way expected to be to the detriment of some
suggested that academic achievement of students taught through
52 learners.Moreusuallyresearchersareinapositionwherethereare
the problembased learning was higher than the students taught
53 good grounds to expect an innovation to be advantageous for
throughtheexpositoryteachingstrategy.Thisfindingsuggeststhat
54 students and/or teachers, but are not certain of this. This means,
problembasedlearning,appliedtothetopicofelectrochemistry,is
55 however,thatresearchisconductedthatassignssomestudentsina
more effective in increasing the achievement of students in
56 cohort to a control condition that researchers expect to
contrast to an expository teaching approach applied to the same
57 disadvantage them compared to those peers selected for the
58 topic.ThepositiveeffectofPBLonstudentsacademicachievement
intervention (experimental) condition. There is clearly an ethical
59 alsoshowssimilaritieswithearlierstudiescarriedoutforthetopic
issuehere,asresearchersaredeliberatelyputtingsomestudentsin
60 ofelectrochemistryandothertopicsinchemistry.Therearestudies
a condition they expect to be relatively detrimental to those
intheliteraturewhichshowedthatproblembasedlearningapplied
2
3 in chemistry and chemistry laboratory courses was effective in onPhysicalChemistryinwhichlaboratoryworkwasalsoincluded.
View Article Online
4 improving students academic achievement and conceptual DOI: 10.1039/C6RP00176A
Theresultsshowedthatstudentshadabetterunderstandingofthe
5 understanding, scientific research and social skills and giving them areas of usage of electrochemistry and could apply chemical
6 positiveattitudestowardchemistry(Groh,2001;HicksandBevsek, analysismethods.
7 2012; Kelly and Finlayson, 2007; Oezden, 2009; Senocak et al., Theintegrationandapplicationofinformationlearnedintoreallife

8 2007; Tarhanet al.,2008).Schaberet al., 2011 designed a scenario situations is becoming more important every day in terms of
9 entitledTheCaseofNutPoisoningfortheUpperlevelAnalytical chemistry. In this context, teaching Analytical Chemistry, which
10 Chemistry Course in their study. The study showed that PBL requires knowledge of mathematics, interpretative and critical
11 improved students interest in the subject, that they felt like skills, on the basis of scenarios and problems found in daily life
12 researchers and scientists and believed that the course was more problem is important.In the openended questions, it can be seen
13 funandtaughtthemscienceinabetterway.Inastudyconducted thatthepercentageofresponses(81.44%)inthecategoryofClear
14 by ChamelyWiiket al. (2012), it was shown that problembased Understanding for students in the experimental group was higher
15 learning applied in the General Chemistry course enhanced thanthepercentageofresponses(48.05%)inthesamecategoryfor
16 students academic writing skills and improved their knowledge students in the control group. It can also be observed that the
17 regardingchemistry.Intheirstudy,FlynnandBiggs(2012)showed percentages of responses in the other categories (Partial
18 that problembased learning improved students independent Understanding, Partial Understanding with Specific Misconception,
19 learning,researchandcriticalthinkingskills.Inthestudyconducted SpecificMisconceptionandIncomprehension/Pointless)werelower
20 by Ashraf (2013), a biotechnology experiment developed in thanthepercentageofresponsesinthesecategoriesforstudentsin
21
accordance with problembased learning allowed students to the control group. In general it was identified that students had
22
effectively learn how enzymes work and what factors affect specificmisconceptionsconcerningtheflowofelectronsinthesalt
23
enzymes (pH, temperature, substrate/enzyme concentration and bridge and not being able to connect Gibbs free energy with
24
denaturalizers). In their study, Figueira and Rocha (2014) showed electrode potential, the solubility equilibrium constant with
25
that problembased learning applied in an Introduction to electrode potential, and cell potential with standard electrode
26
Biochemistrycoursealloweduniversitystudentstounderstandthe potential (Akramet al., 2014; Brandiet and Bretz, 2014; Cullen and
27
subject more easily and improved students motivation.LiTeh and Pentecost,2011;Rogersetal.,2000;SangerandGreenbowe,1997).
28
29 Yakob (2013) examined the effect of problembased learning in However, in this study, it was also observed that students in the
30 teaching the topic of Cell Potential.LiTeh and Yakobs findings experimentalandcontrolgroupsmadestatementsinthecategory
31 showedthatusingproblembasedlearningtoteachthetopicofcell of Incomprehension concerning the description of the standard
32 potential had a positive effect on the academic performance of hydrogen reference electrode, the relationship between
33 students in the experimental group compared to students in the equilibrium constant and electrode potential, and the explanation
34 control group. For this reason, it can be suggested that problem ofhowthemediumincludingtwoanalytepairscouldbetitratedby
35 basedlearningisaneffectivetechniqueintheteachingofdifficult onetitrantsimultaneouslyintheredoxtitrations.Inparticular,the
36 chemical concepts. Aydogdu (2012) examined the effect of students in the control group made erroneous statements in the
37 problembased learning on the academic achievements and same category concerning finding the electrode potential of
38 attitudes of undergraduate students for the topic of Electrolysis equivalence point and determining the indicator in the redox
39 and Battery in chemistry courses. The research showed that the titrations. In evaluating this study in general, the results of the
40 academicachievementsofstudentsintheexperimentalgroupwere MannWhitneyUTestofthescoresoftheCATposttest,aswellas
41 higherthanthoseofstudentsinthecontrolgroup,andthestudents the scores obtained from openended questions, have shown that
42 in the experimental group also had better attitudes toward there was a significant difference in favour of the experimental
43 chemistry courses than those of students in the control group. group (U=2.500, p< 0.05).This supports the conclusion that the
44 Sagret al. (2009) examined the effect of problembased learning students in the experimental group had a better understanding of
45 on undergraduate students learning for the topic The Activity of thetopicthanthestudentsinthecontrolgroup.
46 Metals and the results showed that problembased learning Furthermore, this study also examined whether there was any
47 improved the academic achievements of students. At the same relationship between intragroup scores received from the CAT
48 time, it has also been proposed elsewhere in the research that posttestandthescoresreceivedfromopenendedquestionsforthe
49 problembased learning is an effective method for teaching experimental and control groups. The findings obtained showed
50 chemistry and should be used in the teaching of other scientific that there was a positive, high level, significant relationship
51 topics. Tarhan and Acar (2007) examined the effect of problem between the scores from the test and the scores from the open
52 basedlearningonsecondaryschoolstudentsunderstandingofThe endedquestionsfortheexperimentalgroup,butthattherewasan
53 Effect of Temperature, Concentration and Pressure on Cell insignificant relationship between the scores from test and the
54 PotentialandfoundthatPBLeliminatesmisconceptionsandhada scores from the openended questions for the control group. The
55 positiveeffectontheachievementsofstudents.Thisstudyshowed findings in favour of students in the experimental group obtained
56 thatPBLstudentsaremoremotivated,havehigherselfesteem,are from the CAT posttest scores and the openended questions
57 morewillingtoengageinproblemsolvingandsharinginformation support the conclusion that PBL improves academic achievement
58
and are more active in cooperative group activities. Ying (2003) and that students in the experimental group had a better
59
applied problembased learning using a prepared scenario understanding of information they had learned. The semi
60
concerning air pollution to teach electrochemistry within a course structured interview results showed that students had positive
2
3 opinions regarding PBL and found it to be interesting, relevant to Belt,S.T.,Evans,E.H.,McCreedy,T.,Overton,T.L.andSummerfield,
View Article Online
4 everydaylife,toallowforpermanentlearning,toleadthemtocarry S.,(2002),AProblemBasedLearningApproachtoAnalyticaland
DOI: 10.1039/C6RP00176A
AppliedChemistry,UniversityChemistryEducation,6(2),2936.
5 out research and improve their communication. As for negative Blane,P.D., (2012), Methemoglobinemi, (Ed. VahideSavc), In
6 opinions, they thought it was a timeconsuming and exhausting Zehirlenmeler&laArDozu(pp.292294),stanbul:Nobel.
7 method. Brandiet, A.R. and Bretz, S.L., (2014), Measuring MetaIgnorance

8 Inaddition,sincethescopeofthisstudyremainedrelativelylimited throughthe Lens of Confidence: Examining Students' Redox
9 withinasingleclassfromasingleinstitution,theeffectofthePBL MisconceptionsaboutOxidationNumbers,ChargeandElectron
10 Transfer, Chemistry Education Research and Practice, 15, 729
couldbemeasuredmoreextensivelyinthefutureifthestudygroup 746.
11 sizecouldbeincreased;and/orstudentsfromtheexperimentaland Bransford,J.D.,Brown,A.L.andCocking,R.R.,(2000),HowPeople
12 controlgroupscouldbeselectedfromvariousgrades. Learn: Brain, Mind, Experience, and School, National Academy
13 Press,Washington,D.C.
14 Bykdokumac, H., (2012), lkretim Sekizinci Snf Fen ve
15 Implications Teknoloji Dersinde Probleme Dayal renmenin (PD)
16 renme rnlerine Etkisi, Yksek LisansTezi, Pamukkale
The research suggests that the implementation of problembased niversitesiFenBilimleriEnstits.
17 Bykztrk, ., (2007), Sosyal Bilimler in Veri Analizi El Kitab,
learning for the specific topic of Electrochemistry in Analytical
18 Ankara:PegemAYaynclk.
Chemistry is an effective method to enhance academic
19 Bykztrk, ., akmak, K. E., Akgn, E. ., Karadeniz, . and
achievement.Inordertoovercomesomemisconceptionsemerging Demirel, F., (2008), Bilimsel Aratrma Yntemleri, kinci Bask
20
after applying it, the period of implementation could be extended Ankara:PegemAkademi.
21
22 and in this period students could further discuss the topic ChamelyWiik,D.M.,Haky,J.E.andGalin,J.R.,(2012),FromBhopal
bybeinggiven additional scenarios to eliminate misconceptions. ToColdFusion:ACaseStudyApproachToWritingAssignments
23 In Honors General Chemistry, Journal of Chemical
24 WithinthetopicofElectrochemistryitself,theuseofPBLtoteach
Education,dx.doi.org/10.1021/ed101129v.
25 the subtopics of auxiliary oxidizing and reducing agents in Cullen,D.M.andPentecost,T.C.,(2011),AModelApproachToThe
26 oxidation/reduction titration applications and the applications of Electrochemical Cell: An Inquiry Activity, Journal of Chemical
27 standardreducingandoxidizingagentscouldbeimproved. Education,88(11),15621564.
28 Dimitrov,D.,(2007),Reliability.InB.T.Erford(Ed.),Assessmentfor
Counselors, Boston: HoughtonMifflin/Lahaska Press (pp. 99
29 122).
30 Acknowledgements Dods, R.F., (1996), A ProblemBased Learning Design For Teaching
31 Theauthorswishtothank Prof.Dr.CananNakibolu,Assoc.Prof.Dr. Biochemistry,JournalofChemicalEducation,73(3),225228.
32 Glten endur, Assoc.Prof.Dr. SuatTrkouz, Assist.Prof.Dr. Duch, B.J., Groh, S.E. and Allen, D.E., (2001), Why Problem Based
33 A.Murat Ellez and Lecturer Dr. M. aatay Bykuysal for Learning?: A Case of Institutional Change in Undergraduate
supportingthisresearch.Wethankallundergraduatestudentswho Education, The Power of Problem Based Learning: A Practical
34 participatedinthisstudy.Inaddition,wewishtothankthereferees How To For Teaching Undergraduate Courses in Any
35 for suggestions and having time for the study. We also especially Discipline,StylusPublishing,LLC.FirstEdition,2001.
36 thank to the editor for advice on discussing the ethics of the Festus, C. andEkpete, O. A., (2012),Improving Students
37 researchdesignadoptedinthisstudy,suggestionsandhavingtime PerformanceandAttitudetowardsChemistrythroughProblem
38 forthestudy. BasedSolving Techniques (PBST), International Journal of
39 AcademicResearchinProgressiveEducationandDevelopment,
40 1(1),ISSN:22266348.
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Probleme Dayal renme Ynteminin Farkl Deikenler Sands,T.R.,(2012a),HiperkalemiVeHipokalemi,(Ed.VahideSavc),In
11 zerine Etkisi Ve Ynteme likin renci Grleri, Zehirlenmeler&laArDozu(pp.:3639),stanbul:Nobel.
12 DoktoraTezi,Gaziniversitesi,EitimBilimleriEnstits. Sands,T.R., (2012b), Kloratlar, (Ed. VahideSavc), In
13 Jansson, S., Soderstrom, H., Andersson, P.L. and Nording, M.L., Zehirlenmeler&laArDozu(pp.:252253),stanbul:Nobel.
14 (2015), Implementation of Problembased Learning in Sanger,M.J.andGreenbowe,T.J.,(1997),StudentsMisconceptions
15 Environmental Chemistry, Journal of Chemical Education, 92, in Electrochemistry: Current Flow in Electrolyte Solutions
16 20802086. andTheSaltBridge,JournalofChemicalEducation,74(7),819
Johnson,D.W.,Johnson,R.T.andSmith,K.A.,(1991).,Cooperative 823.
17 Learning: Increasing College Faculty Instructional Productivity, Schaber, P.M., Pines, H.A., Larkin, J.E., Shepherd, L. A. and
18 (ASHEERIC Higher Education Report No.4), Washington, DC: Wierchowski, E. E., (2011),The Case Of Nut Poisoning (Or Too
19 GeorgeWashingtonUniversity. Much Of A Good Thing?): Implementation And Assessment,
20 Kelly, O.C. and Finlayson, O.E., (2007), Providing Solutions through JournalofChemicalEducation,88,10121013.
21 ProblemBased Learning for The Undergraduate 1(st) Year Selco, J.I., Roberts, J.L.Jr. and Wacks, D., (2003), The Analysis of
22 Chemistry Laboratory, Chemistry Education Research and Seawater: A Laboratorycentered Learning Project in General
Practice,8(3),347361. Chemistry,JournalofChemicalEducation,80(1),5457.
23 Laredo, T., (2013), Changing the FirstYear Chemistry Laboratory Serin, G. (2009), TheEffect Of Problem Based Learning Instruction
24 Manual to Implement A ProblemBased Approach That On7thGradeStudentsScienceAchievement,AttitudeToward
25 Improves Student Engagement, Journal of Chemical Education, Science And Scientific Process Skills, TheDegree of Doctor of
26 90(9),11511154. Philosophy, Middle East Technical University, TheGraduate
27 LiTeh, K. and Yakob, N., (2013), ProblemBased Learning As An SchoolofNaturalAndAppliedSciences.
28 Approach To Teach Cell Potential In Matriculation College, Serjant, E.P., (1984), Potentiometry and Potentiometric Titrations,
Malaysia, Chemistry Education and Sustainability In The NewYork:JohnWileyandSons.
29 GlobalAge,121130.DOI:10.1007/9789400748606_11. encan,H.,(2005),SosyalveDavransallmlerdeGvenilirlikve
30 Lopes, R.M.,SilvaFilho,M.V. andMarsden,M., (2011), Problem Geerlilik,Ankara:SekinYaynclk.
31 Based Learning: A Teaching Toxicology Chemistry enocak, E.,Takesenligil, Y. and Szbilir, M., (2007), A Study on
32 Experience,QuimicaNova,34,(7),12751280. Teaching Gases to Prospective Primary Science Teachers
33 Mabrouk, P.A., (2007). BioanalyticalChemistry: Model For A Through ProblemBased Learning, Research in Science
34 Fully Integrated ProblemBased Learning Approach. Active Education,37,279290.
Learning: Models From The Analytical Sciences, ACS Taber, K.S., (2014), Ethical considerations of chemistry education
35 SymposiumSeries,970,6986. research involving human subjects, Chemistry Education
36 Madhuri, G.V. andGoteti, P. , (2011),(Eds. Torres, I.C.;Chova, ResearchandPractice,15,109113.
37 L.G.;Martinez, A.L.). Imparting Transferable Skills and Tarhan, L. and Acar, B., (2007), ProblemBased Learning In An
38 Creating Awareness Among Students on NonConventional Eleventh Grade Chemistry Class: Factors Affecting Cell
39 Energy Sources Using Problem Based Learning, 4th Potential, Research In Science & Technological Education, 25
40 International Conference of Education, Research and (3),351369.
Innovation (ICERI) Pages: 69256929. Location: Madrid, Tarhan, L., Kayal, A. H., rek, . R. and Acar, B., (2008), Problem
41 SPAIN,Date:NOV1416,2011. Based Learning in 9th Grade Chemistry Class: Intermolecular
42 Marek, E.A., (1986), They Misunderstand, But Theyll Pass, The Forces,ResearchinScienceEducation,38,285300.
43 ScienceTeacher,53(9),3235. Tarhan,L.andeen,B.A.,(2013),ProblemBasedLearningInAcids
44 Marks, R.andEilks, I., (2010), ResearchBased Development of a And Bases: Learning Achievements And Students Beliefs,
45 Lesson Plan on Shower Gels And Musk Fragrances Following a JournalofBalticScienceEducation,12(5),565578,ISSN1648
46 SocioCritical and ProblemOriented Approach to Chemistry 3898.
Teaching,Chemistry Education Research and Practice,11, 129 Tadelen, U., (2011), The Effects Of Computer Based Interactive
47 141,DOI:10.1039/C005357K Conceptual Change Texts On 11th Grade Students
48 Moralar, A., (2012), Fen Eitiminde Probleme Dayal renme Understanding Of Electrochemistry Concepts And Attitude
49 Yaklamnn Akademik Baar, Tutum ve Motivasyona Etkisi, TowardChemistry,TheDegreeofDoctorofPhilosophy,Middle
50 YksekLisansTezi,TrakyaniversitesiFenBilimleriEnstits. East Technical University, The Graduate School of Natural And
51 Oezden,M.,(2009),EnhancingProspectiveTeachersDevelopment AppliedSciences.
52 throughProblemBasedLearninginChemistryEducation,Asian Tatar, E., (2007), Effect of Problem Based Learning Approach on
JournalofChemistry,21(5),36713682. Understanding of First Law of Thermodynamics, DoktoraTezi,
53 Osgood, M.P.,Mitchell, S.M. and Anderson, W.L., (2005), Teachers AtatrkniversitesiFenBilimleriEnstits.
54 as Learners in a Cooperative Learning Biochemistry Tosun, C., (2010), Probleme Dayal renme Ynteminin zeltiler
55 Class,Biochemistry and Molecular Biology Education, 33 (6), Ve Fiziksel zellikleri Konusunun Anlalmasna Etkisi,
56 394398. DoktoraTezi,AtatrkniversitesiFenBilimleriEnstits.
57 zeken, .F. and Yldrm, A., (2011), The Effect of ProblemBased Tosun, C. andTakesenligil, Y., (2013), TheEffectof ProblemBased
58 Learning Method In Teaching AcidBase Subject On Science LearningonUndergraduateStudentsLearningaboutSolutions
Teachers' Academic Success, Pegem Eitim veretim Dergisi, and Their Physical Properties and Scientific Processing
59 1(1),3338. Skills,ChemistryEducationResearchandPractice,14,3650.
60
2
3 Tun, T., (2015), Analitik Kimya Dersi Elektrokimya Konusunda View Article Online
Probleme Dayal renmenin rencilerin Akademik
4 Dr.Haluk, the emergency doctor in charge, asked Emres DOI:mother
10.1039/C6RP00176A
how long Emres
BaarlarnaEtkisi,DoktoraTezi,DokuzEyllniversitesiEitim abdominal pain, vomiting, diarrhea, breathing difficulties and bruising had lasted,
5 BilimleriEnstits. whetherhehadpreviouslyhadanallergicconditionoranychronicdiseases,andifhe
6 Tun,T. and Alpat, S.K., (2015), Developing a Valid and Reliable tookanymedicationregularly.Meanwhile,healsoaskedherwhatEmrehadrecently
7 Chemistry Achievement Test in Electrochemistry, Journal of eatenanddrunk,whathehadbeendoingandwherehehadbeen.Hismothersaidthat

Emrehadnotpreviously had any chronic diseases or an allergic condition, he hadnt
8 HigherEducationandScience,5(3),347360. previouslytakenanymedications,hehadntwantedtohaveanybreakfast,butshehad
9 Trkmen,E.Y.,(14.03.2006),(EriimTarihi:10/02/2013),PratiKimya: mademeatballsbecauseEmrelikedthembestfordinner.ShealsosaidthatEmre
10 Teknolojik Uygulamalar, nternet Adresi: hadnt drunk anything, that he had recently been playing with his toys in the living
http://www.kimyasanal.com/konugoster.php?yazi=dzxtgwqlik room,thattheyhadtakenhimtogotosleepatafternoonandthatthesesymptoms
11 Urena,S.S.,Cooper,M.,andStevens,R.,(2012),EffectofCooperative wereverynewandhadlastedforapproximatelythreehours.Inthefirstexamination,
12 ProblemBasedLabInstructiononMetacognitionandProblem Dr.Haluk found that the general situation was bad.Emres respiratory rate was 34
breaths/minute;BPwas120/70mmHg;pulsewas114/minute;feverwas370C(arm
13 SolvingSkills,JournalofChemicalEducation,89(6),700706. pit). In neurological examination Emre had good muscle relaxation, his pupils were
14 nsal,M.,aatay,N.,Bekirolu,Y.,Kratl,N.,Alemda,N.,Akta,M. abnormal and his tendon reflexes werehypoactive. Dr.Haluk wanted complete blood
15 and Sar, E., (1998), Karadenizde Ar Metal Kirlilii, Proje No: analysis,biochemistryofblood,bloodgasandurinalysis,andelectrocardiographyand
16 YDEBAG456/G457/G. ultrasonography in order to be able to establish a final diagnosis. He monitored the
nver, S.,Atasoyu, E.M., Evrenkaya, T.R. , Solmazgl, E.,Ay, H.and patient.HeassignedMr.Erol,thelaboratorytechnician,toexpeditetheanalyses.
17 Saraolu, M., (2005), Potasyum Klorat Toksisitesine Bal Tutorsquestion:Arethereanytermsyoudontknow?
18 Tendon reflexes are hypoactive: There are no motor activities on either side of the
Nrolojik Bulgularn Elik Ettii Ender Bir Akut Tbler Nekroz bodyandnoreactionoccurs.
19 Olgusu,TrkNefrolojiDiyalizveTransplantasyonDergisi,14(3), BP:BloodPressure.
20 143145. Monitored: A device is connected to the patient with the purpose of keeping the
21 Williamson, V.M. and Rowe, M.W., (2002), Group ProblemSolving patientsvitalsignsunderobservationandunderstandinghowtheychangeovertime.
VersusLectureinCollegeLevelQuantitativeAnalysis:TheGood, 1) Summarizethenewknowledgegained.
22 2) Inthelightofthenewknowledge,reviewyourhypotheses.
TheBadAndTheUgly,JournalofChemicalEducation,79,1131
23 1134.
3) Whatdoyouthinkisthesolutiontothisproblem?Discussandjustifythis.

24 Wright, J.C.,Millar, S.B. and Kosciuk, S.A., (1998), A Novel Strategy
25 For Assessing The Effects Of Curriculum Reform On Student
In accordance with the analyses of blood biochemistry, blood gas and urinalysis,
26 Competence,JournalofChemicalEducation,75,986992. electrocardiographyandultrasonography,thelaboratorytechnicianMr.Erolfoundthe
27 Ylmaz, A.,Erdem, E. and Morgil, ., (2002), rencilerin followingresults.ThebloodtakenfromEmrewasachocolatebrowncolour:
28 Elektrokimya Konusundaki Kavram Yanlglar, Hacettepe Data Quantity NormalValues(5
niversitesiEitimFakltesiDergisi,23,234242. yearsold)
29 Ying,Y.,(2003),UsingProblemBasedTeachingandProblemBased Hemogram Hgb 11.1g/dL 11.515.5g/dL
30 LearningtoImprovetheTeachingofElectrochemistry,TheChina HCT 33% 35%45%
31 Papers,July,4247. Plt 264103/mm3 150400103/mm3
Biochemistryof Ure 59mg/dL 726mg/dL
32 Yoon,H.,Woo,A.J.,Treagust,D.andChandrasegaran,A.L.,(2014),The Blood Creatinine 3.4mg/dL 0.301.40mg/dL
33 Efficacy of Problembased Learning in an Analytical Laboratory K 7.5mEq/L 3.44.4mEq/L
34 CourseforPreserviceChemistryTeachers,InternationalJournal Urinalysis DensityofUrine 1012 10151025

ofScienceEducation,36,(1),79102. Proteinuira 200mg/L <150
35 Zhang, H.,Zhang, Q andJing,H., (2011) (Editedby: Xiong, J.Q.), BloodGasAnalysis pH 7.10 7.357.45
36 ApplicationForTheMethodOfPBLInPharmaceuticalChemistry 18mEq/L 2226mEq/L
37 Teaching, Advanced Materialsand Information Technology (bloodplasma)
pCO2 25mmHg 3545mmHg
38 Processing,PTS 13BookSeries:AdvancedMaterialsResearch, pO2 120mmHg 80100mmHg
39 Volume:271273,Pages:16701673,Part:13. Methaemoglobin 30% <1%
40 Electrocardiography SharpTwaves Normal

APPENDIX1.TheProblemBasedLearningSessions(Wow,Emre,Wow!) Ultrasonography Thesizesofbothkidneysarenormal, Thesizeofkidneyis
41 thereisrenalfailureinthethirddegree normal

42 References:
43 Emre,whowasfiveyearsold,wasplayingwithhistoysnexttohismother.Afterawhile www.sanalhastane.com/tamkansayimihemogramcbc
his mother went into the kitchen. While he was playing with his toys, there was a www.beyazhastane.com/13/HemogramNormal_Deerleri.aspx
44 suddenknockonthedoor.Hisfather,returningfromshopping,leftsomethebagsin www.saglikekibi.com/can/pratikbilgi/tumtestlerinnormaldeeraraliklari.html
45 thedoorway.HekissedEmreandwenttoseeEmresmotherinthekitchen.Emretook Tutorsquestion:Arethereanytermsyoudontknow?
theshoppingbagsandstartedtopokearoundinthemwithoutanyoneknowing.When Hemogram:BloodCount
46 hismotherandfathercamebackfromthekitchen,theytookEmretogoforhisafter Renalfailure:Kidneyfailure
47 dinnernap.Afteraboutthreehours,hewokeup,cryingandwithabdominalpain.Emre 1) Summarizethenewknowledgegained.
2) Inthelightofthenewknowledge,reviewyourhypotheses.
48 begantovomit,havediarrheaandexperiencebreathingdifficulties.
3) Whatdoyouthinkisthesolutiontothisproblem?Discussandjustifythis.
1) WhatdoyouthinkistheproblemwithEmre?
49 2) From what things do you think this problem has resulted? Discuss them by
50 establishinghypotheses.
51 3) Whatnewinformationdoyouneedtosolvethisproblem?

52
53
His mother told his father that Emre had been playing with the toys that he always
54 playedwithandshehadntseenanythingdifferenthappening.Hismotherandfather
55 wereworriedaboutEmrewhowasusuallyquitehealthyanddidnthaveanydifficulties
inbreathing.Theytookhimtothehospitalnearesttotheirhome.
56 According to the laboratory analyses and the results of ultrasonography and
1) Summarizethenewknowledgegained.
57 2) Inthelightofthisnewknowledge,reviewyourhypotheses. electrocardiography, Dr.Haluk found out that methemoglobinemia, cyanosis,
hiperkalemia and acidosis were taking place in Emre and considered that this was a
58 3) Whatdoyouthinkisthesolutiontothisproblem?Discussthisandjustifyit.
signofpoisoning.ThenheagainurgentlyaskedEmresmotherwhatthingsEmrehad
59
eatenduringthedayandwhetherhetookanymedication.Hismotheragainsaidthat
60 Emre didnt want to have breakfast and also didnt take any medication. His parents
wereinterviewedbythepolice.
2
3 2) Inthelightofthisnewknowledge,reviewyourhypotheses. View Article Online

4 DOI:how
Mr.Erol, the laboratory technician, started to investigate 10.1039/C6RP00176A
potassium chlorate
3) How could Dr.Haluk determine that methemoglobinemia, cyanosis, hiperkalemia
destroysthestructureofhaemoglobin.Heresearchedthisbothfrombooksandonline.
5 andacidosisweretakingplaceinEmre?
Finally,hefoundthattheionofchlorate ClO destroysthestructureoftheatomof
4) What suggestions could Dr.Haluk make for the treatment of Emre in this
6 situation? ironinvolvedinthestructureofhaemoglobinanddestroystheironatomspropertyof
7 being an oxygen carrier. Hefound out that it converted the (+2)loaded iron atom in

thestructureofhaemoglobintothe(+3)loadedironatom.
8 1) Summarizethenewknowledgegained.
9 Emrefellintoacoma.Dr.Halukcarriedoutagastriclavageandgaveactivatedcharcoal 2) According to the information found, is there a reaction of the ion of chlorate
because he didnt know the cause of the poisoning. He gave him 12 mg/kg (0.10.2 (ClO withtheionofiron(II)(Fe2+)?Ifthereis,howcouldthisoccur?
10 mL/kg of 1% solution) of methylene blue solution intended for methemoglobinemia
11 andcyanosis.Heapplied10%0.5mL/kgofcalciumgluconate,1gram/kgofglucose,0.1
12 U/kgofinslinin10%ofdextrose,1mEq/kgofsodiumbicarbonateI.V.,5mgalbuterol
intended for acidosis and hiperkalemia. In accordance with the suggestion of the WhileMr.Erolwasdoinghisresearch,hefoundareactionasfollows:
13 neurologicalconsultant,healsogavehimbetween20and40mgoffurosemideI.V.as
14 antiedematreatment.Atthesametimeheappliedhyperbaricoxygentherapy. Hedeterminedthatthisreactionoccursspontaneouslyinthebody,becausehefound
Tutorsquestion:Arethereanytermsyoudontknow?
15 I.V.:Intravenously.
outthattheGibbsfreeenergyofthisreactionwassmallerthanzero(G0<0).
16 Gastriclavage:Thismeanswashingoutthestomachwithagastrictube. 2) HowdoyouthinktheGibbsfreeenergyofthisreactionisfound?Discuss.
17 Activated Charcoal: Medical charcoal can be given for the acceleration of 3) Howdoyouthinktheequilibriumconstantofthisreactioncanbefound?Discuss.
detoxification.
19 2) Inthelightofthisnewknowledge,reviewyourhypotheses.
20 3) WhatdoyouthinkthemainactivesubstancepoisoningEmrecouldbe? Inthelightofthisinformation,thelaboratorytechnicianMr.Erolwonderedaboutthe
4) WhatdoyouthinkthereasonsareforDrHalukusingthemedicationshedoesfor quantityoftheionofchlorate(ClO inthematcheatenbyEmre.Heaskedhisfriend
21 Emrestreatment? Emel how this could be found by tests in the laboratory environment. Emel told him
22 thatthissituationcouldhaveoccurredbybacktitrationofextrairon(II)(Fe2+)ioninthe
23 reaction with cerium (IV) (Ce4+) ion. She also indicated that the turning point of this

Dr.HaluksentEmresfatherhometocheckallthemedicationsandchemicalsthereone reactioncouldbefoundinthewaythatthepalebluecolouroftheindicatorof5Nitro
24 1,10Phenanthrolineiron(II)complexturnsintotheredvioletcolourinthemedium
by one and see whether any drug was missing, whether all chemicals used at home
25 werenecessaryandwhethertheirlidsortopswereopen,becausehedidntknowthe of1MofH2SO4solution.
26 causeofthepoisoning.Emresfatherlookedatallthedrugcontainersandallchemicals
2) Howdoyouthinkthisprocesshappensbythemethodofbacktitration?Discuss
usedattheirhome.Nothingwasopen.Butinthelivingroomhefoundtheshopping
27 bags.Herealisedthathehadntbeenawareofthissituationwhilehewastalkingtohis this.
28 wifeandleavingthehouseinahurry.ItwasobviousthatEmrehadtakentheshopping 3) What do you think about how the usage of the indicator is determined in
bagssecretlyandlookedinsidethem.Emresfatherleaneddownclosetothefloorand accordancewiththeturningpoint?Explainthis.
29 4) WhatdoyouthinkabouthowthemediumcontainingtheanalytepairsofFe2+(aq)
anemptymatchboxunderthecoffeetablecaughthisattention.
30 1) Summarizethenewknowledgegained. andFe3+(aq)canbetitratedbythetitrantofCe4+(aq)?Discussthis.
31 2) Inthelightofthisnewknowledge,reviewyourhypotheses.
32 3) Do you think that Emre could get poisoning from the matches he secretly took
fromashoppingbagafterhelookedinsideit?
33
34
35 Hisfatherpickeduptheemptymatchboxandtooktheroadbacktothehospital.When
36 he arrived at the hospital, he said to hiswife that he had found an empty matchbox
underthecoffeetable.Heaskedhiswifewhetherhehadbroughtthematchesinhis
37 shopping.Hiswifesaidthattherewerentanymatchesathomeandthathehadgot
38 thesematches.BothofthemsuspectedthatEmrecouldhaveeatenthematchesand
checkedthissituationwithDr.Haluk.ThenDr.Halukdialled114fortheDrugandPoison Laboratory technician Mr.Erol shared all the information he had investigated with
39 Information Center and got informationabout how to treat afiveyearold child who Dr.Haluk.AccordingtotheinformationobtainedfromtheDrugandPoisonInformation
40 hadeatenmatches. Center,Dr.Haluklearntthathehadappliedtherighttreatmentbutthatconventional
41 1) Summarizethenewknowledgegained. hemodialysesalsohadtobeadministeredatthesametime.Dr.Halukthenappliedto
2) Whichactivesubstanceorsubstancesinthecontentofthematchesdoyouthink Emrefourconventionalhemodialysesandtenclinicaltreatmentsofhyperbaricoxygen.
42 causedEmretogetpoisoned? Emre was discharged from the hospital on the nineteenth day of his hospitalization
43 3) Which active substance in the content of the matches do you think resulted in withnormalfindings.
Emredevelopinghiperkalemiaandmethemoglobinemia?
44 Reminder:

45 ConventionalHemodialyses:Thisisameansofprovidingintracellular,extracellularand
46 solute equilibrium. Acute renal failure is a case frequently encountered in intensive
carepatients.Ingeneral,thehemodynamicsofthepatientsbeingtreatedinintensive
47 careandwithacuterenalfailurearedisordered,withmultipleorganfailure,andshocks
48 are often accompanied by acute renal failure. Today, the conventional treatment for
49 this type of patient is intermittent hemodialysistherapy. This can be provide
equilibrium to the hemodynamics, acidbases and electrolytes and can treated acute
50 renal failure (Fresenius Medical Care (2012, 4 February). Srekli Renal
51 ReplasmanTedavileri (SRRT) Accessed Date: 10.02.2013 nternet Address:
www.fresenius.com.tr/pg16c.html).
52 The laboratory technician Mr.Erol felt bad about Emres situation. He was confused
53 that Emre had been poisoned by eating matches. He started to investigate how the
2) Forwhatpurposedoyouthinkthatconventionalhemodialysisisapplied?Discuss
matches had led to the poisoning. He explained the situation to his friend Emel who
54 wasworkinginaprivatefactoryasananalyticalchemistandaskedhertoinvestigate
this.
3) Summarizethescenariowithaflowchart.
55 thecontentofthematches.Onthefollowingday,asaresultoftheanalysesshehad

carriedout,EmelreportedtoMr.Erolthatthematchescontainedahighconcentration
56 ofpotassiumchlorate.
58 2) How do you think the potassium chlorate caused methemoglobinemia and
hiperkalemia?
59
60

2

APPENDIX2:ACTIVITY1 DOI:
, 10.1039/C6RP00176A

4 Themaintenanceofhydraulicfluidandcoatingareperformedinanautomotiveplant

5 in Aydn. Anticorrosion additives (inhibitors) are used for the coating in particular.A
highconcentrationofhydroxylamineisfoundamongthesesubstances.Hydroxylamine ,
6 isasubstancewhichisanammoniaderivativelikesemihydrazineandsemihydrogen
7 peroxide.Itisbothareducingandoxidizingagent.Asaresultofanexplosionoccurring

Whichofthefollowingstatementsabouttheelectrolyticcellsysteminthefigure
8 in this plant, a high concentration of hydroxylamine is mixed into the citys water
supply.Asaresult,ahighconcentrationofiron(II)ion(Fe2+)isformedandN2Ogasis areincorrect?
9 released. However, the citys water pipes are not made of stainlesssteel. You arean A) TheAg(k)metalismoreactivethantheNi(k)metal.
10 analyticalchemistandyourspecialityiselectroanalyticalmethods.Youareassignedto B) AnionsinthesaltbridgeheadtowardscontainerII.
11 findoutwhichreactionsoccurred,howiron(II)ion(Fe2+)wasformedandtomeasure C) ThemassoftheAgelectrodedecreasesovertime.
theelectrodepotentialofiron(II)ionbymakinganelectrochemicalcell.Youareasked D) TheconcentrationofNi2+(aq)incontainerIdecreasesovertime.
12 towriteareportaboutthesituation.Whatdoyoudo?
E) Electrons move towards the Ni(k) electrode from the Ag(k) electrode through
13
APPENDIX3:ACTIVITY2 theconductivewire.
14 In1998ahighconcentrationofleadwasfoundinthesamplesofmusselstakenfrom
15 SinopandfromthepointwherethewastematerialsfromtheHopaCopperEnterprises Appendix 5:A sample question in CAT test regarding the relationship between
16 intheEasternBlackSeareachedthesea.ThiswasmeasuredinaprojectnamedHeavy electrodepotentialandKsp
Metal Pollution in the Black Sea carried out by the Institute of Marine Sciences 39thquestion:ThesolubilityconstantofAgCl(k)is(Ksp)1.821010.Accordingly;
17 (Erdemli,Icel),GeneralDirectorateofAgriculturalResearch,MinistryofAgricultureand
Howmanyvoltsistheelectrodepotentialforthe
18 Rural Affairs, and the Fishery Research Institute (Yomra, Trabzon)
19 (Unsal,Cagatay,Bekiroglu,Kratl,Alemdag,AktasandSar,1998).Asweknow,iodineis
reaction?
present as a dissolved iodide, foundin the environmentmainly in seawater. In this
20 region,thehighconcentrationofleadhasprecipitatedwiththeiodideasleadiodide.
21 You are an analytical chemist and you are carrying out the electrochemical analyses. ( , ; ,
Youareaskedtomeasuretheelectrodepotentialofthesolidofleadiodide(PbI2)that
22 hasoccurred.Whatdoyoudo?

A)0.350
23 B)0.244
PbI Pb 2I K 7,1 10 (250C)
24 C)0.222
25 E
Pb Pb
0,126 Volt D)+0.222
E)+0.244
26
PbI 2e Pb 2I E ?
27 Appendix6:AsamplequestioninCATtestregardingtherelationshipbetweenelectrode
28 potentialandGibbsfreeenergy
APPENDIX4:AsamplequestioninCATtestregardingelectrochemicalcelltypes 29thquestion:
29
19thquestion:
30 ,
31
,
32
33 Accordingtohalfcellpotentialsgiven;
I. Mg Zn Mg Zn reactionoccursspontaneously
34 II. G>0
35 III. InMg Zn cell, if water at the same temperature is added to the container
36 1MAg+(aq) containingZn(k),thestandardelectrodepotentialincreases.
Whichoftheabovestatementsarecorrect?
37 1MNi2+(aq)

38 A)Only I B) Only II C) Only III D)I and II E) I and III
39
ContainerI ContainerII
40
41
42

43
44
45

46
47
48

49
50

51
52
53

54
55
56

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topicwastaughtaccordingtoexpositoryteachingstrategiesforthe ended questions by the experimental and control groups were

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process, students were under the guidance of the researcher.Each

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Chemistry Education Research and Practice Accepted Manuscript

22 Table15TotalContentAnalysisResultsofControlandExperimentalGroup the MannWhitney U Test, although there is not any significant

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

34 CourseforPreserviceChemistryTeachers,InternationalJournal Urinalysis DensityofUrine 1012 10151025

40 Electrocardiography SharpTwaves Normal

Chemistry Education Research and Practice Accepted Manuscript

Chemistry Education Research and Practice Accepted Manuscript

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