Students’ Alternative Conceptions and Teachers’ Views on the Implementation of Pedagogical Strategies to Improve the Teaching of Chemical Bonding Concepts (original) (raw)

Thai Grade 10 Students Conceptual Understanding of Chemical Bonding

Procedia - Social and Behavioral Sciences, 2014

This article is a part of research for a doctoral thesis about improving teaching, enhancing representations and conceptual change of chemical bonding for grade 10 students (15-16 year-old) in Thailand. The aim of this research is to explore students' understanding of chemical bonding concepts. The sample consisted of 102 grade 10 students from three secondary schools in Chaiyaphum province in the northeast of Thailand. After studying this topic, the students responded to a 9-item two-tier multiplechoice test bonding , translated into the Thai language which covered the content of chemical bonding. For the data analysis, we report the percentage of students who choose both parts of the two-tier items. The research findings show how many students have difficulty in understanding the concepts of chemical bonding, and there is more potential for the formation of alternative conceptions. The problems identified with students understanding of the abstract concept of chemical bonding are useful for the design and development pedagogical content knowledge of chemistry teachers in secondary school.

Proposed pedagogies for teaching and learning chemical bonding in secondary education

Chemistry Teacher International - Best Practices in Chemistry Education , 2020

In a preceding publication (Tsaparlis, G., Pappa, E. T., & Byers, B. (2018). Teaching and learning chemical bonding: Research-based evidence for misconceptions and conceptual difficulties experienced by students in upper secondary schools and the effect of an enriched text. Chemistry Education Research and Practice, 19(4), 1253-1269), we reviewed previous studies on students' misconceptions and conceptual difficulties with the topic of chemical bonding and tested the knowledge of tenth-grade Greek students on certain key aspects of bonding. In addition, we presented an enriched teaching text on this topic for the tenth grade and examined its effectiveness with regard to the same aspects of bonding. In the present study, we review earlier studies, which made proposals concerning the teaching of this topic, and provide some proposals of our own, based on the findings of our previous study. We recommend that a spiral curriculum spanning all three upper-secondary grades should be adopted. A learning progressions approach, employing lower and upper anchors of relevant scientific knowledge is considered, and a proposed list of potential core concepts, lever concepts, and stepping-stones are presented. Finally, the pros and cons of a modern qualitative quantum mechanical approach to bonding are considered. https://orcid.org/0000-0002-0856-747X

Students’ conceptual level of understanding on chemical bonding

2012

The purpose of the study was to investigate the effectiveness of conceptual change oriented instruction on students’ conceptual understanding of chemical bonding concepts. Pretest - posttest design of quasi-experimental method was used to determine the effectiveness. Traditionally developed textbook and analogies were utilized in the control group whereas conceptual change texts and Teaching-With-Analogies Model were used in the experiment group. Results revealed that conceptual change oriented instruction caused better understanding, and two modes of instruction developed similar attitude toward chemistry. Science process skill was a strong predictor in understanding, but no effect of gender difference on understanding and on students’ attitudes was found. Also, semi-structured interviews were used to examine students’ understanding in detail. Pabuçcu, Aybüke & Geban, Ömer (2012). Students’ conceptual level of understanding on chemical bonding, International Online Journal of Educational Sciences, 4 (3), 563-580.

Teaching of chemical bonding: a study of Swedish and South African students' conceptions of bonding

Chemistry Education Research and Practice, 2016

Almost 700 Swedish and South African students from the upper secondary school and first-term chemistry university level responded to our survey on concepts of chemical bonding. The national secondary school curricula and most common textbooks for both countries were also surveyed and compared for their content on chemical bonding. Notable differences between the countries were found in textbooks and in the curriculum regarding the topics of ionic bonding, bond energetics and use of the VSEPR model, the latter being absent in the Swedish curriculum and ionic bonding not explicitly mentioned in the South African curriculum. To some extent these differences are reflected in the students’ responses to the survey. It is also clear that university teachers in both countries must prepare effective counter-measures against deep rooted misunderstandings. For the upper secondary school level it is suggested that the bond energetics and exothermic and endothermic reactions be clearly and caref...

Teaching and learning the concept of chemical bonding

Studies in Science Education, 2010

The knowledge of chemical bonding is essential to the understanding of almost every topic in chemistry. However, it is very difficult to learn, and students have a lot of misconceptions regarding this concept. In order to improve students' understanding of this concept, it is essential to revise the scientific content, the pedagogical approach and the assessment methods regarding this concept. In this paper, we will review two studies. The first one will refer to aspects that have influenced students' misconceptions regarding the topic of chemical structure and bonding, and the other one referring to new methods for teaching the concept of chemical bond, as well as assessment tasks. keywords Chemical structure and bonding, learning goals, learning performances, organization principles. resum El coneixement de l'enllaç químic és essencial per comprendre gairebé qualsevol tema de química. Tanmateix, és molt difícil d'aprendre i els estudiants tenen una gran quantitat de concepcions alternatives en relació amb aquest concepte. Amb l'objectiu de millorar la comprensió dels estudiants entorn d'aquest concepte, és essencial revisar el contingut científic, l'enfocament pedagògic i els mètodes d'avaluació. En aquest article, revisem dos estudis. El primer es refereix als aspectes que han determinat les concepcions alternatives dels estudiants respecte del tema de l'estructura i l'enllaç químic, i l'altre es refereix als nous mètodes d'ensenyar el concepte enllaç químic, així com a les activitats d'avaluació. paraules clau Estructura i enllaç químic, objectius d'aprenentatge, resultats d'aprenentatge, principis organitzadors.

Investigating Pakistani Students' alternative Ideas regarding the Concept of Chemical Bonding

2013

Acknowledgement of prior students’ conceptions by science teacher has proved a significant tool for effective science teaching/learning. So the major objective of this research study is to investigate students’ alternative ideas (misconceptions) and to develop an understanding about the existence of high frequencies of alternative ideas among science students at secondary level. A random sample of 120 students of 10 class was selected to explore students understanding regarding the concept chemical bonding. Seven instances or non-instances in total about this concept were developed to explore student’s misconceptions. Inter-rater reliability was used to determine the reliability of the instrument (IAI) through Cohan Kappa cross tab statistics. Content validity of the instrument was established by experts’ judgemental procedures. On the whole high frequencies of alternative ideas and low frequencies of scientific responses were obtained from girls and boys. Although, there was found ...

Some student misconceptions in chemistry: A literature review of chemical bonding

Journal of Science Education and Technology, 2004

Students' misconceptions before or after formal instruction have become a major concern among researchers in science education because they influence how students learn new scientific knowledge, play an essential role in subsequent learning and become a hindrance in acquiring the correct body of knowledge. In this paper some students' misconceptions on chemical bonding reported in the literature were investigated and presented. With this aim, a detailed literature review of chemical bonding was carried out and the collected data was presented from past to day historically. On the basis of the results some suggestions for teaching were made.

Students’ Understanding of Pre-Organic Chemistry Concepts: Chemical Bonding

INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES, 2019

Chemical bonding is a basic chemical principle that has applications in many areas of Chemistry. Students of Chemistry need to be able to analyze situations where Chemical bonding occurs in order to understand reaction mechanisms, many physical properties, solubility, molecular interactions and some spectroscopic information. The study investigated the students' conceptual understanding of pre-organic chemistry concepts in chemical bonding. This used descriptive research design which investigated how the students, after completing General College Chemistry, understand, explain and apply chemical bonding to determine physical attributes of organic molecules. There were 28 BSE Biological Science majors who participated in the study after having completed the 5-units General College Chemistry course with laboratory component. They took the two-tiered conceptual understanding test. The findings show that, generally, the students had functional misconception of Chemical bonding. This manifests that the students had vigorous misconceptions in which they were holding on to their initial beliefs which had enabled them to answer questions correctly, but for wrong reasons. This situation most often goes undetected because usually tests do not probe into the reasons supporting initial students' response.

Analysis of misconceptions of chemical bonding among tenth grade senior high school students using a two-tier test

AIP Conference Proceedings, 2018

Chemical bonding is among the material required to be taught to tenth grade senior high school students. This topic also is directly related to other concepts concerning chemicals, such as the shape of molecules and chemical reactions that are associated with the forming or breaking of bonds in a chemical reaction. Unfortunately, chemical bonding is an abstract concept for learners to grasp and this can lead to misconceptions. Errors in understanding this concept can interfere with the learning of other interrelated concepts, so these misconceptions need to be detected in order to derive a solution. This research analyzed the percentage of learners with misconceptions of chemical bonding using a two-tier test totaling three questions. In all, 180 students participated in this study, divided into different school levels (high, medium, low) based on national test scores for chemistry in 2016. The students who participated in this study were recruited using stratified random sampling. More than 50% of learners experienced misconceptions. The level of students' conceptual understanding of chemical bonding shows a common failure in many aspects of chemistry teaching. The highest percentage of students with misconceptions was attending the high-level school. Such misconceptions are due to the failure of many aspects, not only the teaching. Therefore, we need to try to find a solution to reduce misconceptions.

Learners' mental models of chemical bonding

Research in Science Education, 2001

The research reported in this inquiry consisted of a study involving two each of Year-12, undergraduate and postgraduate Australian students. The learners' mental models for chemical bonding were elicited using semi-structured interviews comprising a three-phase interview protocol. Each learner was presented with samples of metallic, ionic and covalent substances, and asked to describe the bonding in the substance. Second, they were shown prompts in the form of Interviews-About-Events (IAE) focus cards depicting events that involved the use of models of chemical bonding. Finally, each was shown prompts in the form of focus cards derived from curriculum material that showed ways in which the bonding in specific metallic, ionic and covalent substances had been depicted. Students' responses revealed that learners across all three academic levels prefer simple, realistic mental models for chemical bonding.