Article1999

Evaluating students' understanding of chemical bonding

Kim Chwee Daniel Tan · David Franklin Treagust

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Science Education and Pedagogy Various Chemistry Research Topics Chemistry Education and Research

Abstract

Problems students encounter with understanding the abstract concept of chemical bonding, as revealed in previous research, are outlined. The development of a two-tier multiple-choice diagnostic instrument for assessing alternative conceptions about chemical bonding held by 14–16 year-olds is described. The instrument was administered to 119 chemistry students and the results analysed. The common alternative conceptions they were found to hold are listed and discussed. It was found that this instrument provided an easy-to-administer tool, providing results in a readily accessible form.

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References

1993Making Sense of Secondary Science: Research into children's ideas 1992Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules 1996Secondary students' mental models of atoms and molecules: Implications for teaching chemistry 1989Development and application of a diagnostic instrument to evaluate grade‐11 and ‐12 students' concepts of covalent bonding and structure following a course of instruction 1998An alternative conceptual framework from chemistry education 1989Grade-12 students' misconceptions of covalent bonding and structure

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2005Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts 2003Mediating mental models of metals: Acknowledging the priority of the learner's prior learning 2003INSTRUCTIONAL MISCONCEPTIONS OF TURKISH PROSPECTIVE CHEMISTRY TEACHERS ABOUT ATOMIC ORBITALS AND HYBRIDIZATION 2006A review of chemical bonding studies: needs, aims, methods of exploring students’ conceptions, general knowledge claims and students’ alternative conceptions 2009The effects of conceptual change texts accompanied with animations on overcoming 11th grade students’ alternative conceptions of chemical bonding

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