The project was intended to offer lessons on electrochemistry study that fits 2nd year Japanese students’ high school syllabus. A total of eight 100-minute lessons were conducted over a 6-month duration. The main challenge was to overcome a major language barrier among students whose English language mastery is not adequate for instruction and explanation of concepts. The major tool for instruction thus, became very carefully designed experiments that would lead students to draw conclusions that the educator intended. The students were provided with a list of terms that would appear in the class along with equivalent meaning in Japanese language one week beforehand.
It was found out that the experimental activity time was the most valuable session in the whole lesson. A survey carried among the students returned a similar verdict.