DOI
https://doi.org/10.1021/acs.jchemed.9b00840

Summary
In this paper a 4 h general chemistry laboratory activity at electrochemistry that focuses at the functioning of a common AA battery, which is a recognizable and relevant item in most students’ lives, is presented
Two frameworks guided the design of this context-based electrochemistry lab activity: Chemical Thinking and the Model of Educational Reconstruction (MER). The three components of MER that guide designers in creating this product that integrates science content and educational practices are described in detail: Clarification and Analysis of Electrochemistry and Battery Technology Content, Research on the Teaching and Learning of Electrochemistry and Hypotheses Related to the Design and Evaluation of Learning Environments.
This activity challenges students to take apart a common battery, figure out how it works, map it to what they have learned about electrochemical cells in a general chemistry course, and then design and test an improvement on the battery they took apart. Learning outcomes include electrochemical cell functionality, principles of green chemistry, and decision making based on benefits−costs−risks analysis in chemistry.
Students in 16 lab sections were randomly assigned to treatment and control groups, which conducted this green context-based experiment and a traditional electrochemistry experiment, respectively.
Increases in students’ electrochemistry problem solving abilities, personal interest and relevance, and perceived quality of the lab were anticipated for students exposed to this intervention. These hypotheses were tested through student surveys and laboratory worksheets and the quantitative and qualitative analysis used is presented.
While students showed significant gains in confidence with the material and applications of the Nernst equation, both groups struggled to answer conceptual questions regarding the electrical workings of a galvanic cell. Nevertheless, students in the treatment group reported increased relevance and interest in the lab and demonstrated strong benefits−costs−risks reasoning when asked to apply the green chemistry context to everyday life.

Relevance for Complex Systems Knowledge
This paper proposes an approach to reimagine higher education and deals with systems thinking and green chemistry. It presents a shift of traditional used electrochemistry laboratory activity to an inquiry one, combining the relevant subject of batteries with a green chemistry orientation and eliciting the core question of understanding and controlling the consequences of using and producing chemicals (i.e., benefits−costs−risks reasoning).

Point of Strength
The point of strength of this paper is that it points out that green chemistry when combined with the context-based lab provides the mechanism for students to engage in benefits−costs−risks thinking, which increases the overall accessibility and relevance of the lab.