TPACK-integrated redox reaction instruction: activity model design, implementation, and evaluation

Abstract

This study integrates digital technology into the teaching of redox reaction concepts based on the Technological Pedagogical Content Knowledge (TPACK) framework, aiming to addresses the cognitive difficulties in redox reactions. The teaching process involved context introduction, experimental inquiry, conceptual modeling, and concept consolidation. Specifically, fruit batteries serve as authentic problem contexts to characterize the electron transfer process of redox reaction and provide visual evidence for students. Subsequently, relying on digital tools (e.g., current/pH sensors), experiments are designed to conduct multidimensional correlation analysis of observable phenomena (macroscopic), particle behavior (microscopic), symbolic representations (reaction equations), and sensor data, enabling multi-level interpretation of redox reaction processes. This teaching model effectively enabled students to develop an essential understanding of electron transfer in redox reactions and cultivates their chemical core competencies through the integrated cognitive processing of macroscopic phenomena, microscopic mechanisms, symbolic representations, and sensor data analysis. This study provides a new paradigm empowered by technology for the teaching of core concepts in middle school chemistry, which has important theoretical and practical significance.