Evolution of electrochemical education
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FEATURE ARTICLE
Evolution of electrochemical education Galina A. Tsirlina 1 Received: 26 June 2020 / Revised: 2 July 2020 / Accepted: 2 July 2020 # Springer-Verlag GmbH Germany, part of Springer Nature 2020
Abstract Specialized electrochemical education is considered in the context of electrochemistry evolution. The ratio of various branches of electrochemical knowledge is changing systematically as affected by the needs of the society, and we are hardly in time with curriculum tuning. The educational scheme compatible with this situation is considered.
Introduction This article is dedicated to Professor Fritz Scholz, the most enthusiastic scientific educator whom I have ever known. He started “ChemTexts—The Textbook Journal of Chemistry” [1] from a brief classification considering three branches of dissemination of scientific knowledge. Surely the awareness and appreciation of Professor Scholz regarding this classification results from his personal successful experience in all three branches: creation of original scientific knowledge, its secondary dissemination in reviews and monographs, and finally his teaching experience. Despite that this experience is already wider than electrochemistry, the latter remains Fritz’s area of higher relevance. Electrochemical education is a complex topic which also requires certain classification. In what follows, the intersections and interactions are considered for three principle directions: (i) rather simplified learning of electrochemistry in frames of general courses, (ii) specialized electrochemical education for academic research, and (iii) specialized education for researchers dealing with electrochemical applications. The number of young people being involved into applied electrochemical research of various types (especially into energy conversion activities) is increasing rapidly. This is an evident challenge for direction (iii), which strongly affects also directions (i) and (ii). I take a liberty to present the personal view on electrochemical education based on experience of teaching the students * Galina A. Tsirlina [email protected] 1
Department of Electrochemistry, Faculty of Chemistry, Moscow State University, Moscow, Russia
from chemistry, physics, and material science at both general and specialized levels in Moscow University and Moscow Institute of Physics and Technology. Surely some issues are debated. Four possible discussion points (most evident) are mentioned after each section.
(i) General electrochemical education There are several well-known traditional problems of teaching and learning electrochemistry as a part of general education. A recent review [2] collects the most systematic conceptual difficulties and misconceptions as discussed earlier by many authors in respect to both secondary school and tertiary level. The research in this field assumes various tests and interviews, and new data continue to appear (e.g., [3, 4]), but these data can hardly result in any new conclusions: the risk to misunderstand electrochemistry in general cours
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