Investigating Pakistani Students' alternative Ideas regarding the Concept of Chemical Bonding (original) (raw)
Related papers
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.
Investigation of Misconceptions for Valency and Chemical Bonding among High School Students
Chemistry is one of the important branches of Science. The subject matter of chemistry consists of numerous complex and abstract concepts. Therefore, sometimes students have flawed understanding of these concepts. These erroneous concepts are known as misconceptions. The purpose of this study was to investigate the misconceptions for Valency and Chemical Bonding among High school students. The data collecting tool used in this study was a two-tier diagnostic chemistry test consisting of statements based on the concepts and their reasons. 52 students studying in std. IX were administered with the tool. Their diagnosis was done using percentage. The diagnosis showed that misconceptions occur in students in case of abstract concepts of Chemistry i.e., Valency and Chemical Bonding. As these concepts are intangible in nature, the understanding of students regarding these concepts is not clear.
Identification of High School Students' Misconceptions on Chemical Bonding With Three Tier Test
2021
Abstract: Identification of High School Students’ Misconceptions on Chemical Bonding With Three Tier Test. This study aims to determine misconceptions among high school students in Medan city on chemical bonding concepts. The research population was 10th grade senior high school students in Medan City, while the samples were taken from 3 schools (school A, B, and C) in Medan City with cluster random sampling technique, a total of 109 students. Three-Tier Test (TTT) were developed based on indicators that students must master in chemical bonding material. The questions are validated by expert validators so that valid questions are generated. A valid TTT is then given to a sample of students. Furthermore, interviews were conducted with students who experienced misconceptions. All data obtained through the test were processed and analyzed. Results showed students who have misconceptions in high school A, B, and C is 53,33, 41,74, and 54,58 respectively with an average of 48,98%. The mi...
International Journal of Engineering Pedagogy (iJEP)
The concept of chemical bonding is a crucial one in chemistry that occurs throughout the school curriculum and forms the basis of many topics in chemistry. Furthermore, learning about chemical bonding allows the learner to make predictions and provide explanations regarding the physical and chemical properties of substances. However, chemical bonding has been cited as one of the most difficult chemistry concepts for many secondary and higher education students to understand, and therefore, teachers can find it difficult to teach this concept due to the complexity of the underlying theory as well as the need to use abstract models to represent chemical bonds. The teaching methods used in the implementation of the concept can also be challenging. The aim of this study is to reveal the difficulties and alternative conceptions encountered by Moroccan secondary school students when learning concepts related to chemical bonding, the main causes of these difficulties, and the strategies us...
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.
Analysis of Students’ Chemical Bonding Misconception with A Four-Tier Diagnostic Test
JTK (Jurnal Tadris Kimiya)
Students had difficulty understanding the chemical bonding concept because of its complex and abstract nature. This difficulty could lead to chemical bonding misconceptions. This study aimed to investigate basic chemistry students' misconceptions of chemical bonding. This study used a descriptive research design with a four-tier diagnostic test. The research’s subjects were basic chemistry students. Chemical Bonding Diagnostic Tool (CBDT) was used as an instrument to determine students' misconceptions. The results showed that students who had misconceptions about ionic, covalent, and coordinate covalent bonding were 48.90%, 53.00%, and 37.50%, respectively. The misconception in this course is that students need to learn about ionic bonds formed by electrostatic forces between cations and anions. As a result, students cannot determine the difference in electronegativity values in ionic and covalent bonds and the number of valence electrons of each atom in a chemical bonding. ...
Secondary School Students' Misconceptions of Covalent Bonding
2010
Since chemical bonding subject generally covers abstract concepts, it is one of the difficult subjects for students to understand. Therefore, most students have misconceptions about chemical bonding and its types. The aim of this study is to investigate eleventh grade students’ understanding about covalent bonding and to determine their related misconceptions. In the study, a test comprising four open-ended questions and semi-structured interviews were employed to collect data. The test used in the study was administered to 58 eleventh grade students in a public high school. 10 students selected randomly from the sample were also interviewed. Sound understanding, partial understanding, partial understanding with a specific misconception, specific misconceptions and no response/no understanding categories were used for analyzing students’ responses for both test and interview questions. Results showed that students had many misconceptions especially on the types or properties of atom...
2020
This study develops an awareness of the existence of high frequencies of alternative conceptions in science students at secondary level. The sample of the study was consisted of 120 subjects of class 10 th randomly selected to explore students understanding in the concept composition of matter. Total seven instances or non-instances were developed as interview about instances (IAI) instrument about this concept to explore student's misconceptions of each subject. The reliability of the instrument was determined by Cohan Kappa through inter-rater reliability. Content validity was established by experts. High frequencies of alternative conceptions and lower frequencies of scientific responses were obtained from the boys and girls subjects. Although, there is relatively low frequency of alternative conceptions in girls than boys, but overall high proportion of alternative conceptions in boys/girls at secondary level indicates a big challenge for science educators. Further, categorical analysis revealed five categories of alternative conceptions. In which many alternative conceptions were found in catetory-3 (self-centered/human-centered view) and category-5 (scientific term but incorrect explanation) as compared to other three categories. This will guide to apply some interactive approach of teaching for conceptual understanding at secondary level, as these subjects were taught for two years through traditional textbook approach but hold huge alternative conceptions.
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.