Characterizing and representing student's conceptual knowledge of chemical bonding

Yayon, Malka; Mamlok‐Naaman, Rachel; Fortus, David

doi:10.1039/c0rp90019b

Cited by 19 publications

(22 citation statements)

References 55 publications

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“…One area in chemistry that students often find particularly challenging to make sense of is chemical bonding (Özmen, ). This is a major educational concern since bonding plays a central role in chemistry reasoning (Hilton & Nichols, ), and it thus has a significant place in the chemistry curriculum (Yayon, Mamlok‐Naaman, & Fortus, ). A strong pedagogical argument can be made that to help address this challenge, close research scrutiny is needed on how such disciplinary knowledge can get to be effectively shared.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

et al. 2017

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Visual representations are essential for communication and meaning‐making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital feature for the establishment of successful teaching practices. An important part of what lies behind the constitution of teaching practices is visual representational reasoning that is a function of disciplinary relevant aspects and educationally critical features of the aspects embedded in the intended object of learning. Little is known about teachers reasoning about such visual representational practices. This work addresses this shortfall in the area of chemical bonding. The data consist of semistructured interviews with 12 chemistry teachers in the Swedish upper secondary school system. The methodology uses a thematic analytic approach to capture and characterize the teachers’ reasoning about their classroom visual representational practices. The results suggest that the teachers’ reasoning tended to be limited. However, the teachers’ pay attention to the meaning‐making potential of the approaches for showing representations. The analysis presents these visualization approaches and the discussion makes theoretical links to the variation theory of learning.

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Section: Introductionmentioning

confidence: 99%

Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

et al. 2017

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“…In due course, a full-scale study assessing both teaching and learning will be conducted, aiming at reporting broader and statistically sound field results. In the framework of the new program, building on a knowledge-in-pieces perspective, Yayon, Mamlok-Naaman & Fortus (2012) describe the development and testing of a matrix that represents a systematic organization of the canonical knowledge on chemical bonding required at high-school level and a tool for representing students' knowledge of bonding. The matrix contains three strands: the structure of matter at the nanoscopic level, electrostatic interactions between charged entities, and energy aspects related to bonding.…”

Section: Second Study: Developing a New Teaching Approach For The Chementioning

confidence: 99%

Teaching and learning the concept of chemical bonding

Nahum

Mamlok‐Naaman

Hofstein

et al. 2010

Studies in Science Education

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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. keywordsChemical structure and bonding, learning goals, learning performances, organization principles. resumEl 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 clauEstructura i enllaç químic, objectius d'aprenentatge, resultats d'aprenentatge, principis organitzadors.

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“…Recently Yayon et al . noted that the notion of “knowledge in pieces” is appropriate to explore in chemistry (as Taber and Garcia‐Franco suggested [13]) and coined the term “elements of knowledge,” which are considered to be small grain sized bits of canonical knowledge [14].…”

Section: Resultsmentioning

confidence: 99%

Students' understanding of external representations of the potassium ion channel protein part II: Structure–function relationships and fragmented knowledge

Harle

Towns

2012

Biochem Molecular Bio Educ

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Research that has focused on external representations in biochemistry has uncovered student difficulties in comprehending and interpreting external representations. This study focuses on students' understanding of three external representations (ribbon diagram, wireframe, and hydrophobic/hydrophilic) of the potassium ion channel protein. Analysis of the interview data demonstrates that students were able to use the ribbon structures and polarity of the cell membrane to help support claims about the protein's orientation and interactions within the cell membrane. Students expressed fragmented understandings of the interactions between the potassium ion and the aqueous solution outside/inside of the cell membrane. Suggestions for instruction are to probe student understanding to help students activate prior knowledge and to help them build a more connected set of concepts pertaining to protein structure and function.Keywords: Visual literacy, tertiary education, scholarship of teaching and learning.Biochemistry students must interpret and use external representations to understand large, complex biochemical macromolecules. Whereas our first article in this two-part series focused on how students interpret three types of external representations of the potassium ion channel, this article describes how students use external representations to support their claims about channel's structure and function. Schö nborn and Anderson [1] have identified factors that affect students' ability to interpret and use external representations in biochemistry, including:• Ability to make sense of and read the external representation • Ability to select and retrieve conceptual knowledge of relevance to the external representation • Understanding of the concepts of relevance to the external representation Schö nborn and Anderson [1][2][3] state that a discussion of the nature of external representations needs to be part of all biochemistry curricula because of the diversity of types of external representations that students need to be familiar with and because of the factors associated with successful interpretation of external representations in biochemistry. Petre and Green [4] agree with this notion writing, ''what a reader sees is largely a matter of what he or she has learned to look for [p. 42, 4].'' Schö nborn and Anderson wrote, ''only limited empirical research exists on students' interpretation and visualization of ERs (external representations) in our science [p. 347, 2].'' Our studies aim to expand the evolving empirical research base in biochemistry education research. In Part II of our study of the student understanding of representations of the potassium ion channel, we focus on protein structure and function. Here, we show how students use external representations (ribbon, vines, and hydrophobic/hydrophilic) to make claims about protein orientation, function, and the environment of the potassium ion. The research question guiding the study is, how do students use external representations to consider the potassium ion...

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Characterizing and representing student's conceptual knowledge of chemical bonding

Cited by 19 publications

References 55 publications

Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

Teaching and learning the concept of chemical bonding

Students' understanding of external representations of the potassium ion channel protein part II: Structure–function relationships and fragmented knowledge

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