NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1008014
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1756-1108
Moving beyond Definitions: What Student-Generated Models Reveal about Their Understanding of Covalent Bonding and Ionic Bonding
Luxford, Cynthia J.; Bretz, Stacey Lowery
Chemistry Education Research and Practice, v14 n2 p214-222 2013
Chemistry students encounter a variety of terms, definitions, and classification schemes that many instructors expect students to memorize and be able to use. This research investigated students' descriptions of ionic and covalent bonding beyond definitions in order to explore students' knowledge about chemical bonding. Using Johnstone's Multiple Levels of Representation framework, an interactive interview protocol was designed to explore secondary and first year university chemistry students' understandings of bonding. This paper reports findings from the first phase of the interview when students were asked to create models to depict and explain covalent and ionic bonding using art supplies. Analysis of the student generated models and their accompanying explanations revealed multiple misconceptions about covalent and ionic bonding even though students could recite definitions. (Contains 3 tables and 5 figures.)
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A