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Theory–experiment interaction as a cornerstone of specialized electrochemical education: Invent your own less conventional problems

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Abstract

This article is an attempt to share the author’s experience of teaching electrochemistry at an individualized level. In addition to lectures and seminars, it is proposed to solve individually the problems based on experimental data published in the literature. The thought-provoking problems should be less straightforward and even less exact. To illustrate the approach, theory–experiment interactions are considered and exampled by an electrostatics-based model for the electron transfer elementary step. Two particular problems are presented as illustrations. Possible solutions, typical students’ mistakes, and misunderstandings are discussed step-by-step. This pedagogical approach is quite suitable for applied electrochemistry as well. It is time-consuming, but the author cannot imagine any alternative approach to generate qualified electrochemists for the future.

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Acknowledgements

The author is grateful to the Pause program for support.

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Authors and Affiliations

  1. Dept. of Electrochemistry, Moscow State University (on leave), Moscow, Russia

    Galina A. Tsirlina

  2. Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, Grenoble INP, LEPMI, 38610, Grenoble, France

    Galina A. Tsirlina

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  1. Galina A. Tsirlina
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Correspondence to Galina A. Tsirlina.

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Tsirlina, G.A. Theory–experiment interaction as a cornerstone of specialized electrochemical education: Invent your own less conventional problems. J Solid State Electrochem 28, 981–993 (2024). https://doi.org/10.1007/s10008-023-05725-1

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