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|Title:||Alternative Conceptions of Chemical Bonding Held by Upper Secondary and Tertiary Students||Contributor(s):||Coll, Richard K (author); Taylor, Neil (author)||Publication Date:||2002||Handle Link:||https://hdl.handle.net/1959.11/10354||Abstract:||Examination of the senior secondary and tertiary level chemistry students' descriptions of their metal models for chemical bonding revealed prevalent alternative conceptions. In addition to some common alternative conceptions previously reported in the literature such as misunderstandings about intermolecular forces and molecularity of continuous lattices, the inquiry found a surprising number of alternative conceptions about simple ideas like ion size and shape. Some 20 alternative conceptions were revealed, the most common being belief that continuous ionic or metallic lattices were molecular in nature, and confusion over ionic size and charge. It is posited that the mass of curriculum material students encounter during their undergraduate and postgraduate studies may have some influence on the formation of alternative conceptions. Hence, it is recommended that tertiary level teachers in particular consider the advisability of limiting the teaching of some abstract models for chemical bonding until an advanced stage of the undergraduate degree.||Publication Type:||Book Chapter||Source of Publication:||Science and Technology Education Research Papers, p. 21-48||Publisher:||Centre for Science and Technology Education Research, University of Waikato||Place of Publication:||New Zealand||ISBN:||0908851391||Field of Research (FOR):||130399 Specialist Studies in Education not elsewhere classified||Socio-Economic Outcome Codes:||930101 Learner and Learning Achievement||HERDC Category Description:||B1 Chapter in a Scholarly Book||Series Name:||STERpapers||Series Number :||2002||Statistics to Oct 2018:||Visitors: 311
|Appears in Collections:||Book Chapter|
School of Education
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