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Article: Students' Visualization of Metallic Bonding and the Malleability of Metals

TitleStudents' Visualization of Metallic Bonding and the Malleability of Metals
Authors
Issue Date2014
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09500693.asp
Citation
International Journal of Science Education, 2014, v. 36 n. 8, p. 1373-1407 How to Cite?
AbstractThis study investigated the mental representations of metallic bonding and the malleability of metals held by three male students aged 14–15 (Year 10) who were attending a Hong Kong school. One student was selected by their chemistry teacher as representing each of the highest, the medium, and the lowest level of attainment in chemistry in a school that admitted students of average general attainment. The students were interviewed and their understandings probed through their provision of drawings and their interpretation of the diagrams that had been previously used by their teacher. Dual coding theory was used to interpret the relative significance of visual and verbal input and the interaction between the two for their understanding. There was evidence that students relied on verbal recall in providing their initial understandings and showed an appreciation of the nature of the structural components of the electron-sea model of metallic bonding. However, they varied in terms of their appreciation of the electrostatic force which was responsible for the malleability of metals. The study suggests that a clearer understanding of the electrostatic force involved can be attained when students experience visual and verbal representations simultaneously, a conclusion supported by dual coding theory. Principles for good practice in using diagrams in teaching are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/193925
ISSN
2015 Impact Factor: 1.0
2015 SCImago Journal Rankings: 1.256
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorCheng, MMWen_US
dc.contributor.authorGilbert, JKen_US
dc.date.accessioned2014-01-28T06:33:50Z-
dc.date.available2014-01-28T06:33:50Z-
dc.date.issued2014en_US
dc.identifier.citationInternational Journal of Science Education, 2014, v. 36 n. 8, p. 1373-1407en_US
dc.identifier.issn0950-0693-
dc.identifier.urihttp://hdl.handle.net/10722/193925-
dc.description.abstractThis study investigated the mental representations of metallic bonding and the malleability of metals held by three male students aged 14–15 (Year 10) who were attending a Hong Kong school. One student was selected by their chemistry teacher as representing each of the highest, the medium, and the lowest level of attainment in chemistry in a school that admitted students of average general attainment. The students were interviewed and their understandings probed through their provision of drawings and their interpretation of the diagrams that had been previously used by their teacher. Dual coding theory was used to interpret the relative significance of visual and verbal input and the interaction between the two for their understanding. There was evidence that students relied on verbal recall in providing their initial understandings and showed an appreciation of the nature of the structural components of the electron-sea model of metallic bonding. However, they varied in terms of their appreciation of the electrostatic force which was responsible for the malleability of metals. The study suggests that a clearer understanding of the electrostatic force involved can be attained when students experience visual and verbal representations simultaneously, a conclusion supported by dual coding theory. Principles for good practice in using diagrams in teaching are discussed.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09500693.asp-
dc.relation.ispartofInternational Journal of Science Educationen_US
dc.titleStudents' Visualization of Metallic Bonding and the Malleability of Metalsen_US
dc.typeArticleen_US
dc.identifier.emailCheng, MMW: mwcheng@hkucc.hku.hken_US
dc.identifier.authorityCheng, MMW=rp01547en_US
dc.identifier.doi10.1080/09500693.2013.867089en_US
dc.identifier.scopuseid_2-s2.0-84899990849-
dc.identifier.hkuros227626en_US
dc.identifier.volume36-
dc.identifier.issue8-
dc.identifier.spage1373-
dc.identifier.epage1407-
dc.identifier.isiWOS:000335118100007-
dc.publisher.placeUnited Kingdom-

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