Difficulties with the Geometry and Polarity of Molecules: Beyond Misconceptions

Furió, Carlos; Calatayud, M. L.

doi:10.1021/ed073p36

Cited by 48 publications

(40 citation statements)

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“…These aspects are highlighted in the literature (for example, Furió & Catalayud, 1996;Peterson & Treagust, 1989) as problematic for students' learning. In the first activity of this teaching sequence, students have the opportunity to know about the existence of two chemical substances in which the atoms are bound by the same type of bonding (covalent), but that have distinct properties.…”

Section: Methodsmentioning

confidence: 99%

The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram

Mendonça

Justi

2013

International Journal of Science Education

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Some studies related to the nature of scientific knowledge demonstrate that modelling is an inherently argumentative process. This study aims at discussing the relationship between modelling and argumentation by analysing data collected during the modelling-based teaching of ionic bonding and intermolecular interactions. The teaching activities were planned from the transposition of the main modelling stages that constitute the 'Model of Modelling Diagram' so that students could experience each of such stages. All the lessons were video recorded and their transcriptions supported the elaboration of case studies for each group of students. From the analysis of the case studies, we identified argumentative situations when students performed all of the modelling stages. Our data show that the argumentative situations were related to sense making, articulating and persuasion purposes, and were closely related to the generation of explanations in the modelling processes. They also show that representations are important resources for argumentation. Our results are consistent with some of those already reported in the literature regarding the relationship between modelling and argumentation, but are also divergent when they show that argumentation is not only related to the model evaluation phase.

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Section: Methodsmentioning

confidence: 99%

The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram

Mendonça

Justi

2013

International Journal of Science Education

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“…The major knowledge and skills concerning the geometry and polarity that chemistry grade 12 and university students must have, as well as, the difficulties they might have in each of these themes, are shown in Tables 1 and 2, respectively (Furió & Calatayud, 1996). In these tables, we can see that one of the main difficulties in molecular geometry is functional fixedness, where the student is able to draw the Lewis structure correctly and he or she derives the molecular shape from it directly, without considering three-dimensional solutions (Table 1).…”

Section: H2mentioning

confidence: 99%

Functional fixedness and functional reduction as common sense reasonings in chemical equilibrium and in geometry and polarity of molecules

Furió

Calatayud²,

Barcenas

et al. 2000

Sci. Ed.

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Many of the learning difficulties in the specific domain of chemistry are found not only in the ideas already possessed by students but in the strategic and procedural knowledge that is characteristic of everyday thinking. These defects in procedural knowledge have been described as functional fixedness and functional reduction. This article assesses the procedural difficulties of students (grade 12 and first and third year of university) based on common sense reasoning in two areas of chemistry: chemical equilibrium and geometry and polarity of molecules. In the first area, the theme of external factors affecting equilibria (temperature and concentration change) was selected because the explanations given by the students could be analyzed easily. The existence of a functional fixedness where Le Chatelier's principle was almost exclusively applied by rote could be observed, with this being the cause of the incorrect responses given to the proposed items. Functional fixedness of the Lewis structure also led to an incorrect prediction of molecular geometry. When molecular geometry was correctly determined by the students, it seemed that other methodological or procedural difficulties appeared when the task was to determine molecular polarity. The students showed a tendency, in many cases, to reduce the factors affecting molecular polarity in two possible ways: (a) assuming that polarity depends only on shape (“geometric functional reduction”) or (b) assuming that molecular polarity depends only on the polarity of bonds (“bonding functional reduction”). © 2000 John Wiley & Sons, Inc. Sci Ed 84:545–565, 2000.

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“…Esta, por sua vez, permite inferir sobre o tipo e intensidade das interações intermoleculares que se podem estabelecer entre moléculas no composto puro, ou com átomos, ou moléculas de outras substâncias. Contudo, a previsão da geometria molecular, até de moléculas simples, representa freqüentemente um problema que muitos alunos do ensino médio e, por vezes do superior, não conseguem superar (BIRK; KURTZ, 1999;FURIO;CALATAYUD, 1996). Estas difi culdades estão usualmente relacionadas com a suposta necessidade de determinar, previamente, a estrutura de Lewis (ou a fórmula estrutural) para as moléculas.…”

Section: Geometria Molecular -Vseprunclassified

“…As aprendizagens sobre geometria molecular são importantes visto que os estudantes de química apresentam difi culdades em relacionar a fórmula molecular, as características da molécula e estrutura geométrica (JOHNSTONE, 1991;GABEL;BUN-CE, 1994). Nesse sentido, é necessário que eles desenvolvam habilidades específi cas para visualizar moléculas no espaço, facilitando a resolução de exercícios em Química Geral e principalmente em Química Orgânica (BARNEA; DORI, 1999;DORI, 1995;DORI;HAMEIRI, 1998).…”

Section: Introductionunclassified

Tecnologias no ensino de geometria molecular

Neto¹,

Ribeiro²

2008

Publicatio Hum.

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1Recebido para publicação em 04/06/2008 Aceito para publicação em 15/06/2008 RESUMOEste estudo teve como objetivo investigar a utilização de diferentes tecnologias no ensino de Geometria Molecular e, fundamentalmente, identifi car se o software ChemSketch® potencia ou desfavorece a elaboração de modelos mais adequados de estruturas químicas. Para subsidiar este trabalho, recorreu-se à pesquisa qualitativa, que se consolidou em um Estudo de Caso. O estudo de caso foi o método de procedimento adotado, voltado para uma turma de 28 alunos da 2ª série do Ensino Médio, de uma escola particular, do estado de Minas Gerais. Os alunos tiveram oportunidade de vivenciar diferentes situações de ensino de Química, com tecnologias, e também de avaliar sobre seus aspectos relacionados à aprendizagem em Química. Os dados foram coletados por meio de questionários; gravações, em áudio e vídeo, das atividades; elaboração de um planejamento das atividades de Química, envolvendo as tecnologias: quadro e giz, bolas de isopor e varetas e o software ChemSketch®. As análises foram feitas segundo duas perspectivas: (i) avaliação dos alunos a respeito da utilização de tais tecnologias e (ii) observações e registros realizados nos ambientes de aprendizagem. A partir dessas análises, pôde-se perceber que o desenvolvimento das atividades de forma combinada entre tecnologias favorece a aprendizagem para os educandos, visto que, desse modo, eles constroem as estruturas de forma mais adequada. Embora o software proporcionasse uma visualização melhor das estruturas das moléculas, os alunos não obtiveram um desempenho satisfatório, o que sugere que, na utilização do computador, o professor desempenha um papel fundamental.Palavras-chave: Tecnologias. Química. Geometria Molecular. ABSTRACTThe main aim of this study was to investigate the use of different technologies in molecular geometry teaching. Moreover, it aims to identify if the software ChemSketch® facilitates or hinders the elaboration of more adequate models of chemical structures. The study took a qualitative approach in the form of a case study. The subjects of the study were 28, second year high school students from a private school in the state of Minas Gerais, Brazil. The students took the opportunity

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Difficulties with the Geometry and Polarity of Molecules: Beyond Misconceptions

Cited by 48 publications

References 0 publications

The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram

The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram

Functional fixedness and functional reduction as common sense reasonings in chemical equilibrium and in geometry and polarity of molecules

Tecnologias no ensino de geometria molecular

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