Redox reduxed: Application of a non-analogous definition for oxidation state

• Published in: Teaching science (Deakin West, A.C.T.) Vol. 66; no. 3; pp. 5 - 15
• Main Author: Drew, John
• Format: Journal Article
• Language: English
• Published: Deakin Australian Science Teachers Association 01-09-2020
• Subjects: Chemical bonds; Chemical reactions; Chemistry; Definitions; Electrochemical reactions; Electrochemistry; Fundamental Concepts; Instructional Materials; Learning; Logical Thinking; Mathematics; Oxidation-reduction reaction; Science education; Science Instruction; Scientific Concepts; Secondary School Science; Secondary school students; Study and teaching (Middle school)
• ISSN: 1449-6313; 1839-2946

Learning about redox and electrochemistry in senior secondary school science has long been recognised as both impenetrable to many students and problematic for teachers. A significant barrier to understanding this area of learning has been the apparent exclusive use of implicit analogous definitions for the foundation concept of an oxidation state. Absence of an explicit definition for what oxidation state is has resulted in many students applying their knowledge of redox and electrochemistry as cue-based procedural knowledge exclusively, thereby preventing meaningful application and extension into new contexts for students. The International Union of Pure and Applied Chemistry (IUPAC) recognised the need for a definition of oxidation state that was neither circular nor rule bound. Recent IUPAC recommendations to define what oxidation state is, rather than what it is like, points to improved curriculum design in electrochemical education.