Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge

Science Education

Volumn 91, Issue 4, 2007, Pages 579-603

  Nahum, Tami Levy ^a   Mamlok Naaman, Rachel ^a   Hofstein, Avi ^a   Krajcik, Joseph ^b  

^a WEIZMANN INSTITUTE OF SCIENCE   (Israel)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547269152     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.20201     Document Type: Article

References (47)

1. Ashkenazi, G., & Kosloff, R. (2006). The uncertainty principle and covalent bonding. Chemical Educator, 11, 66-76.
2. Atzmon, A. (1991). Natural science curriculum as designer of the image of science using rhetorical patterns within the socio-political system. Unpublished doctoral dissertation, Hebrew University, Jerusalem (in Hebrew).
3. Ben-Zvi, R., Eylon, B., & Silberstein, J. (1986). Is an atom of copper malleable? Journal of Chemical Education, 63, 64-66.
4. Birenbaum, M. (1997). Alternatives in assessment. Tel-Aviv: Ramot.
5. Bodner, G., & Domin, D. (1998). Mental models: The role of representations in problem solving in chemistry. Paper presented at International Council for Association in Science Education, Summer Symposium, Proceedings.
6. Dori, Y. J. (2003). From nationwide standardized testing to school-based alternative embedded assessment in Israel: Students' performance in the matriculation 2000 project. Journal of Research in Science Teaching, 40, 34-52.
7. Fensham, P. (1975). Concept formation. In D. J. Daniels (Ed.), New movements in the study and teaching of chemistry (pp. 199-217). London: Temple Smith.
8. Fontana, A., & Frey, J. (1998). Interviewing: The art of science. In N. Denzin & Y. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 47-78). Thousand Oaks, CA: Sage.
9. Gabel, D. (1996, July). The complexity of chemistry: Research for teaching in the 21st century. Paper presented at the 14th International Conference on Chemical Education, Brisbane, Australia.
10. Gillespie, R. (1997). The great ideas of chemistry. Journal of Chemical Education, 74, 862-864.
11. Glazer, N., Ben-Zvi, R., & Hofstein, A. (1999, March). The gap between factual knowledge and conceptual understanding in learning the concept "chemical bonding." Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
12. Griffiths, A., & Preston, K. (1992). Grade-12 students' misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29, 611-628.
13. Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84, 352-381.
14. Henderleiter, J., Smart, R., Anderson, J., & Elian, O. (2001). How do organic chemistry students understand and apply hydrogen bonding? Journal of Chemical Education, 78(8), 1126-1130.
15. Herron, J. D. (1996). The chemistry classroom: Formulas for successful teaching. Washington, DC: American Chemical Society.
16. Hurst, O. (2002). How we teach molecular structure to freshmen. Journal of Chemical Education, 79(6), 763-764.
17. Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning. 7, 75-83.
18. Justi, R., & Gilbert, J. (2002). Models and modeling in chemical education. In J. K. Gilbert, O. D. Jong, R. Justy, D. F., Treagust, & J. H. Van Driel (Eds.), Chemical education: Towards research-based practice (pp. 47-68). Dordrecht: Kluwer.
19. Kesidou, S., & Roseman, J. E. (2002). How well do middle school science programs measure up? Findings from project 2061's curriculum review. Journal of Research in Science Teaching, 39(6), 522-549.
20. Krueger, R., & Casey, M. A. (2000). Focus group. London: Sage.
21. Kuhn, T. (1970). The structure of scientific revolutions. Chicago: University of Chicago Press.
22. Levy Nahum, T., Hofstein, A., Mamlok-Naaman, R., & Bar-Dov, Z. (2004). Can final examinations amplify students' misconceptions in chemistry? Chemistry Education: Research and Practice in Europe, 5(3), 301-325.
23. Lythcott, J. (1990). Problem solving and requisite knowledge of chemistry. Journal of Chemical Education, 67(3), 248-252.
24. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Pedagogical content knowledge and science education (pp. 95-132). Dordrecht: Kluwer.
25. Morgan, D. L. (1988). Focus group as qualitative research. Beverley Hills, CA: Sage.
26. Morgan D. L. (1997). Focus group as qualitative research (2nd ed.). London: Sage.
27. Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.
28. Perkins, D. (1998). What is understanding? In M. S. Wiske (Ed.), Teaching for understanding: Linking research with practice. San Francisco, CA: Jossey-Bass.
29. Peterson, R. F., & Treagust, D. F. (1989). Grade-12 students' misconceptions of covalent bonding and structure, Journal of Chemical Education, 66, 459-460.
30. Powell, R. A., & Single, H. M. (1996). Focus groups. International Journal of Quality in Health Care, 8(5), 499-504.
31. Reiser, B., Krajcik, J., Moje, E., & Marx, R. (2003). Design strategies for developing science instructional materials. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching, Philadelphia, PA.
32. Robinson, W. (2003). Chemistry problem-solving: Symbol, macro, micro, and process aspects. Journal of Chemical Education, 80, 978-982.
33. Salloum, S., & Abd-El-Khalick, F. (2004). Relationships between selective cognitive variables and students' ability to solve chemistry problems. International Journal of Science Education, 26(1), 63-84.
34. Shkedi, A. (2004). Second-order theoretical analysis: A method for constructing theoretical explanation. International Journal of Qualitative Studies in Education, 17(5), 627-646.
35. Shkedi, A. (2005). Multiple case narrative: A qualitative approach to the study of multiple populations. Amsterdam: John Benjamins.
36. Taagepera, M., Arasasingham, R., Potter, F., Soroudi, A., & Lam, G. (2002). Following the development of the bonding concept using knowledge space theory. Journal of Chemical Education, 79(6), 756-762.
37. Taber, K. S. (1998). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20, 597-608.
38. Taber, K. S. (2001). The mismatch between assumed prior knowledge and the learners' conceptions: A typology of learning impediments. Educational Studies, 27(2), 159-171.
39. Taber, K. S. (2002). Chemical misconceptions-Prevention, diagnosis and cure, Vol. 1: Theoretical background. London: Royal Society of Chemistry.
40. Taber, K. S. (2005). Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas. Science Education, 89, 94-116.
41. Taber, K. S., & Coll, R. (2002). Bonding. In J. K. Gilbert, O. D. Jong, R. Justy, D. F. Treagust, & J. H. Van Driel (Eds.), Chemical education: Towards research-based practice (pp. 213-234). Dordrecht: Kluwer.
42. Taber, K. S., & Watts, M. (2000). Learners' explanations for chemical phenomena. Chemistry Education: Research and Practice in Europe, 1(3), 329-353.
43. Teichen, M., & Stacy, A. (2002). Promoting understanding of chemical bonding and spontaneity through student explanation and integration of ideas, Journal of Research in Science Teaching, 39(6), 464-496.
44. Tsaparlis, G. (1997). Atomic and molecular structure in chemical education. Journal of Chemical Education, 74, 922-925.
45. Vinner, S. (1997). The pseudo-conceptual and the pseudo-analytical thought processes in mathematics learning. Educational Studies in Mathematics, 34, 97-129.
46. Wiggins, G., & McTighe, J. (1998). Understanding by design. Upper Saddle River, NJ: Merrill Prentice Hall.
47. Wilson, M. R., & Bertenthal, M. W. (Eds.). (2006). Committee on test design for K-12 science achievement. Washington, DC: National Academies Press.