Chemical Bond and Structure of Substance –Didactic Aspects (original) (raw)
Related papers
2024
This study aimed to examine the difficulties that students encounter in comprehending fundamental concepts related to atomic structure and chemical bonds in the Basic Chemistry course. Population from study is student Chemistry Department FMIPA Unimed in 2022/2023. Determination of the sample study used random sampling. The sample in the study consisting of 80 students from 3 classes, namely: PSPK22C, CESP22, and PSKM22B. The results of the study show that average value for CESP22 class, PSPK22C, and PSKM22B respectively is 70.167; 56.621; and 54.212, meanwhile average value for third class is 58,675 (categories low). The materials with the level low and very low mastery are: Bohr atomic model, atomic mechanics model wave, Atomic Properties, Formation process ionic bond, Formation process bond covalent, and Shape molecule. Material Numbers quantum, Properties ionic compounds, and Exceptions octet rule on formation bond covalent in category good and very good.
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.
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.
Teaching Structural Physical Chemistry Using Adequate Strategies
Journal Plus Education, 2020
Within this study we propose a few examples of student-centred exercises to be used when applying in teaching and learning structural physical chemistry. These exercises imply to compute the bond orders using molecular orbitals method for σ homonuclear and heteronuclear bonds and for π polycentric bonds from organic conjugated systems. The values obtained for the diatomic molecules bonds and their cations and anions, metals from primary and secondary groups and organic compounds containing nitrogen atoms are further correlated with some properties and applications of these substances. These exercises also prove that structural and energetic indices, calculated by molecular orbitals method support acid, oxidant and electrophilic character of investigated diazonium cations, and these static indices of reactivity underpin the description of stability of these compounds on which depend their uses in coupling reactions.
Chemistry-Didactics-Ecology-Metrology
In this study we tried to analyse how future teachers of Ecole Normale Supérieure (ENS) school who are at the end of education have integrated the specifications of covalent bonds in the different bond orders in terms of symmetry, stability, length, localisation (in the case of structures of ethane, ethylene and acetylene) or delocalisation of electrons (case of benzene). The analysis of responses to a written questionnaire shows that the majority of students have only integrated some knowledge, which may be termed as procedural, on the structural elements of molecules such as stability and the length of bonds. Although possessing some conceptual knowledge, students tend to use an alternative way of reasoning arising from the mental representation that single and multiple bonds are independent entities: the single bond is a “σ bond” while the double bond is considered only as a “π bond”.
Jurnal pendidikan kimia/Jurnal Pendidikan Kimia, 2024
The aim of this research is to analyze students' needs for computational chemistry-based learning media on atomic structure and chemical bonding in the Basic Chemistry course. The population of this study were the first grade students of the Chemistry Department, FMIPA Unimed. The number of samples in this study was 93 students from three classes. The instruments used are multiple choice questions and questionnaires to determine mastery of atomic structure and chemical bonding. The research results show that the average score is 34.430 (poor category). The average score achieved in atomic structure material was 33.16 (very poor). The lowest score achieved in the atomic properties sub-material was 9.3. The average score achieved in chemical bonding material was 36.1 (very poor). The lowest score achieved in the properties of ionic compound submaterial was 17.5. The results of the questionnaire showed that the atomic structure material that students considered the most difficult was the wave mechanics atomic model at 72.233 (quite difficult), while for chemical bonding material it was the octet and duplet rule at 71.055 (quite difficult).