Alternative conceptions of chemical bonding held by upper secondary and tertiary students

Research in Science and Technological Education

Volumn 19, Issue 2, 2001, Pages 171-191

  Coll, Richard K ^a   Taylor, Neil ^b  

^a UNIVERSITY OF WAIKATO   (New Zealand)

^b UNIVERSITY OF LEICESTER   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2442632935     PISSN: 02635143     EISSN: 14701138     Source Type: Journal    
DOI: 10.1080/02635140120057713     Document Type: Article

References (46)

1. BUTTS, B., and SMITH, R., 1987. HSC chemistry students' understanding of the structure and properties of molecular and ionic compounds. Research in Science Education, 17: 192–201.
2. CARTER, C.S., and BRICKHOUSE, N.W., 1987. What makes chemistry difficult? Alternate perceptions. Journal of Chemical Education, 66: 223–225.
3. CHANG, R., 1991. Chemistry, 4th edn, New York: McGraw-Hill.
4. COBERN, W.W., 1993. “ Contextual constructivism: the impact of culture on the learning and teaching of science ”. In The Practice of Constructivism in Science Education, Edited by: TOBIN, K., Hillsdale, NJ: Lawrence Erlbaum Associates.
5. VON GLASERSFELD, E., 1993. “ Questions and answers about radical constructivism ”. In The Practice of Constructivism in Science Education, Edited by: TOBIN, K., Hillsdale, NJ: Lawrence Erlbaum Associates.
6. WHEATLEY, G.H., 1991. Constructivist perspectives on science and mathematics learning. Science Education, 75: 9–21.
7. ZOLLER, U., 1990. Students' misunderstandings and misconceptions in college freshman chemistry (general and organic). Journal of Research in Science Teaching, 27: 1053–1065.
8. ABRAHAM, M.R., GRZYBOWSKI, E.B., RENNER, J.W., and MAREK, E.A., 1992. Understandings and misunderstandings of eighth graders of five chemistry concepts found in chemistry textbooks. Journal of Research in Science Teaching, 29: 105–120.
9. BARROW, G.M., 1994. General chemistry and the basis for change. Journal of Chemical Education, 71: 874–878.
10. BlRK, J.P., and KURTZ, M.J., 1999. Effect of experience on retention and elimination of misconceptions about molecular structure and bonding. Journal of Chemical Education, 76: 124–128.
11. Boo, H.K., 1998. Students' understandings of chemical bonds and the energetics of chemical reactions. Journal of Research in Science Teaching, 35: 569–581.
12. BRADLEY, J.D., and BRAND, M., 1985. Stamping out misconceptions. Journal of Chemical Education, 62: 318
13. JOHNSON, P., and GOTT, R., 1996. Constructivism and evidence from children's ideas. Science Education, 80: 561–577.
14. KIRKWOOD, V., and SYMINGTON, D., 1996. Lecturer perceptions of student difficulties in a first-year chemistry course. Journal of Chemical Education, 73: 339–343.
15. NAKHLEH, M.B., 1992. Why some students don't learn chemistry: chemical misconceptions. Journal of Chemical Education, 69: 191–196.
16. PETERSON, R.F., and TREAGUST, D.F., 1989. Grade-12 students' misconceptions of covalent bonding and structure. Journal of Chemical Education, 66: 459–460.
17. PETERSON, R.F., TREAGUST, D.F., and GARNETT, P., 1989. Development and application of a diagnostic instrument to evaluate grade-11 and grade-12 students' concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26: 301–314.
18. PFUNDT, H., and DUIT, R., 1997. Bibliography: student's alternative frameworks and science education, 4th edn, Kiel: University of Kiel.
19. SANGER, MJ., and GREENBOWE, TJ., 1997. Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching, 34: 377–398.
20. SCHMIDT, H.-J., 1997. Students' misconceptions-looking for a pattern. Science Education, 81: 123–135.
21. SOLOMON, J., 1994. The rise and fall of constructivism. Studies in Science Education, 23: 1–19.
22. STAVY, R., 1995. “ Conceptual development of basic ideas in chemistry ”. In Learning Science in the Schools: research reforming practice, Edited by: GLYNN, S.M., and DUFF, R., Mahwah, NJ: Lawrence Erlbaum Associates.
23. TABER, K.S., 1994. Misunderstanding the ionic bond. Education in Chemistry, 31: 100–102.
24. TABER, K.S., 1995a. An analogy for discussing progression in learning chemistry. School Science Review, 76(276): 91–95.
25. TABER, K.S., 1995b. Development of student understanding: a case study of stability and lability in cognitive structure. Research in Science and Technological Education, 13: 89–99.
26. TABER, K.S., 1997. Student understanding of ionic bonding: molecular versus electrostatic framework. School Science Remuai, 78(285): 85–95.
27. TABER, K.S., 1998. An alternative conceptual framework from chemistry education. International Journal of Science Education, 20: 597–608.
28. TAYLOR, N., and COLL, R.K., 1997. The use of analogy in the teaching of solubility to pre-service primary teachers. Australian Science Teachers' Journal, 43: 58–64.
29. TAYLOR, N., and LUCAS, K., 1997. The trial of an innovative science programme for preservice primary teachers in Fiji. Asia-Pacific Journal of Teacher Education, 25: 325–343.
30. TOBlN, K., BRlSCOE, C., and HOLMAN, J.R., 1990. Overcoming constraints to effective elementary science teaching. Science Education, 74: 409–420.
31. TOBIN, K., and TlPPlNS, D., 1993. “ Constructivism: a paradigm for the practice of science education ”. In The Practice of Constructivism in Science Education, Edited by: TOBlN, K., Hillsdale, NJ: Lawrence Erlbaum Associates.
32. COLL, R.K., and TREAGUST, D.F., in press. Students' preferred mental models for chemical bonding. Research in Science Education.
33. DE POSADA, J.M., 1997. Conceptions of high school students concerning the internal structure of metals and their electric conduction: structure and evolution. Science Education, 81: 445–467.
34. DRIVER, R., 1981. Pupil's alternative frameworks in science. European Journal of Science Education, 3: 93–101.
35. DRIVER, R., 1989. Students' conceptions and the learning of science. International Journal of Science Education, 11: 481–490.
36. DRIVER, R., and EASLEY, J., 1978. Pupils and paradigms: a review of literature related to concept development in adolescent science students. Studies in Science Education, 5: 61–84.
37. FENSHAM, P.J., 1980. Constraint and autonomy in Australian secondary science education. Journal of Curriculum Studies, 12: 186–206.
38. FENSHAM, P.J., and KASS, H., 1988. Inconsistent or discrepant events in science instruction. Studies in Science Education, 15: 1–16.
39. GABEL, D., 1998. “ The complexity of chemistry and implications for teaching ”. In International Handbook of Science Education, Edited by: FRASER, BJ., and TOBIN, K.G., Dordrecht: Kluwer.
40. GARNETT, P.J., and TREAGUST, D.F., 1992. Conceptual difficulties experienced by senior high school students of electrochemistry: electric circuits and oxidation-reduction equations. Journal of Research in Science Teaching, 29: 121–142.
41. GILBERT, J.K., and WATTS, D.M., 1983. Concepts, misconceptions and alternative conceptions: changing perspectives in science education. Studies in Science Education, 10: 61–98.
42. GOH, N.K., KHOO, L.E., and CHIA, L.S., 1993. Some misconceptions in chemistry: a cross-cultural comparison, and implications for teaching. Australian Science Teachers Journal, 39: 65–68.
43. GOOD, R.G., WANDERSEE, J.H., and STJULIE, N., 1993. “ Cautionary notes on the appeal of the new "ism" (constructivism) in science education ”. In The Practice of Constructivism in Science Education, Edited by: TOBIN, K., Hillsdale, NJ: Lawrence Erlbaum Associates.
44. GRIFFITHS, A.K., and PRESTON, K.R., An investigation of grade 12 students' misconceptions relating to fundamental characteristics of molecules and atoms. Paper presented at the 62nd conference of the National Association for Research in Science Teaching. San Francisco.
45. HARRISON, A.G., and TREAGUST, D.F., 1996. Secondary students' mental models of atoms and molecules: implications for teaching chemistry. Science Education, 80: 509–534.
46. HAWKES, S.J., 1996. Salts are mostly NOT" ionized. Journal of Chemical Education, 73: 421–423.