Moving beyond definitions: what student-generated models reveal about their understanding of covalent bonding and ionic bonding

Luxford, Cynthia J.; Bretz, Stacey Lowery

doi:10.1039/c3rp20154f

Cited by 42 publications

(52 citation statements)

References 26 publications

(23 reference statements)

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“…Bu kapsamda, ele alınan kimyasal bağ kavramının araştırmaya temel olduğu düşünüldüğünde; öğrencilerin yaptıkları tanımların iyileşmesi, Uzuntiryaki'nin (2003) 2005lise birinci sınıf öğrencileri ile gerçekleştirdikleri çalışmanın başlangıcında öğrencilerinin yaklaşık yarısının (%47) HCl'nin kovalent bağlı olmasına rağmen öğrencilerin iyonik bağlı bir bileşik olduğunu düşündüklerini tespit etmiştir. Bir başka çalışmada da üniversite öğrencilerinin tanım yapabilmelerine rağmen kovalent bağ ile ilgili birçok kavram yanılgısı taşıdıklarına dikkat çekilmiştir (Luxford & Lowery Bretz, 2013). Yapılan çalışmada kovalent bağ konusunda Biyoloji Öğretmenliği Programı öğrencilerinin tanımlarının değişmemesi, tespit edilen bu kavram yanılgılarının yaygınlığı ile ilişkilendirildiğinde olası kabul edilebilir.…”

Section: Sonuç Ve Tartışmaunclassified

Fen Bilgisi ve Biyoloji Öğretmenliği Öğrencilerinin Kimyasal Etkileşimler Hakkında Yaptığı Tanımların İncelenmesi

Dolu

Ürek

2018

Kuramsal Eğitimbilim

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The aim of this study is to investigate the definitions of university students related to the interactions among chemical species. Also, the effect of Inquiry Based Learning on those definitions has been searched in the study context. The study group consisted of first year Science Teaching (f=51) and Biology Teaching (f=21) students studying in one of the governmental universities in the west part of Turkey. A qualitative approach was utilized in the study. The students were requested to make definitions of nine concepts related to chemical interactions (chemical bond, ionic bond, dipole-dipole inreactions, covalent bond, hydrogen bond, ion-dipole interactions, metallic bond, Van der Waals interactions and induced dipole interactions). Data were collected in the form of pre and post tests and analyzed under four categories such as full correct, partially correct, incorrect and no response. As a result, it was identified that the definitions provided by the participants mostly improved due to teaching. Besides, several definitions (Van der Waals interactions, induced dipole interactions, dipole-dipole interactions) obtained from Biology Teaching students stayed in a restricted level despite teaching process. The study highlighted several points that should be considered by the chemistry educators during teaching as well as representing students' conceptions related to chemical interactions. Based on the study findings, it is recommended to utilize technological support such as animations during teaching of abstract concepts which students find difficult to understand.

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Section: Sonuç Ve Tartışmaunclassified

Fen Bilgisi ve Biyoloji Öğretmenliği Öğrencilerinin Kimyasal Etkileşimler Hakkında Yaptığı Tanımların İncelenmesi

Dolu

Ürek

2018

Kuramsal Eğitimbilim

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“…Ao se basear em trabalhos de outros pesquisadores (TABER, 2001(TABER, , 2009TABER e COLL, 2002apud TÜMAY, 2016, esse pesquisador afirma que nos modelos de ensino pautados na simples transmissão de informações, ao ensinar ligação química, a impressão que se tem é de que a regra do octeto é exata e não uma heurística química com aplicação limitada. Além desses, outros importantes estudos (TABER, 2009;WANG;BARROW, 2013;BURROWS e MOORING, 2015;LUXFORD;BRETZ, 2013;FERNANDES, CAMPOS e MARCELINO JÚNIOR, 2010) têm sido realizados envolvendo as concepções alternativas de estudantes sobre o tópico ligação química.…”

Section: A) O Ensino De Ligação Química Como Objeto De Investigaçãounclassified

As relações sociais que regulam a prática docente no ensino de Ligações Químicas

Quadros

Cruz

Barcelos

et al. 2017

EQPV

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Doutor em Ciências Sociais e Humanas pela Universidad Nacional de QuilmesProfessor da Universidade Estadual do Sudoeste da Bahia (UESB/Brasil) __________________________________________________________________________________ A B S T R A C TOur direct experience in a teacher training course has led us to investigate the practice of the in-training teachers and what they take into consideration (who they interact with) while conducting their classes. The analysis of relations that run through the in-training teacher practice was based on the "pedagogic device" proposed by Basil Bernstein. The in-training teachers' actions in the conduction of their classes on Chemical Bonds were the main focus of this study. The classes were planned based on contemporary teaching trends and some specific instructions which were emphasized during planning. We observed that despite the joint planning of classes, the classes were conducted in different ways by the participants. Half of the participants followed the class plan with minor changes and the other half chose to adopt a class model according to what they had learned in the teacher training course or based on their own experience as students. The investigated students validated some practices that require teacher trainers to perceive and think over. INTRODUÇÃOA Ciência Química se dedica ao estudo do mundo material, principalmente no que tange às suas propriedades, constituição e transformações. Nesse sentido, faz uso de entidades abstratas (átomos, íons, moléculas e outros) e de inúmeros conceitos científicos que contribuem para criar um imaginário de Ciência complexa e de difícil entendimento. Ao ensinar essa Ciência na escola, torna-se importante significar alguns conceitos básicos para que o estudante possa avançar no aprendizado.

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“…However, the misconception on the covalent bond is frequently observed, such as the types of the atom with a covalent bond, the process of covalent bond formation, and types of covalent bonds (Ünal et al, 2010), the writing of Lewis structure (Ardiansah et al, 2014;Cooper et al, 2010), electronegativity (Eymur & Geban, 2017), octet rule (Luxford & Bretz, 2014;Ultay, 2015;Vrabec & Prokša, 2016), and the covalent bond length (Erman, 2016). The misconception of the covalent bond is found in senior high school students and college students (Burrows & Mooring, 2015;Luxford & Bretz, 2013). The misconception is even discovered in teachers of secondary schools (Ardiansah et al, 2014;Kolomuç & Tekin, 2011).…”

Section: Introductionmentioning

confidence: 99%

Analysis of chemistry teachers' covalent bond conceptual understanding through diagnostic interview technique

Muntholib¹,

Ilmah²,

Yahmin³

2020

J-PEK

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Moving beyond definitions: what student-generated models reveal about their understanding of covalent bonding and ionic bonding

Cited by 42 publications

References 26 publications

Fen Bilgisi ve Biyoloji Öğretmenliği Öğrencilerinin Kimyasal Etkileşimler Hakkında Yaptığı Tanımların İncelenmesi

Fen Bilgisi ve Biyoloji Öğretmenliği Öğrencilerinin Kimyasal Etkileşimler Hakkında Yaptığı Tanımların İncelenmesi

As relações sociais que regulam a prática docente no ensino de Ligações Químicas

Analysis of chemistry teachers' covalent bond conceptual understanding through diagnostic interview technique

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