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Book Chapter: The relationship between teaching and learning of chemical bonding and strcutures

TitleThe relationship between teaching and learning of chemical bonding and strcutures
Authors
Issue Date2014
PublisherSpringer
Citation
The relationship between teaching and learning of chemical bonding and strcutures. In Bruguière, C., Tiberghien, A & Pierre, C (Eds.), Topics and trends in current science education: 9th ESERA Conference Selected Contributions, p. 403-417. Dordrecht: Springer, 2014 How to Cite?
AbstractThis study is an evaluation of students’ learning of chemical bonding based on a curricular model proposed by Taber (2001). The model, which took electrostatics as an overarching framework, was adopted in the teaching of a Grade 10 chemistry class in Hong Kong. The teaching lasted for eight weeks. Three students from the class who represented high, medium and low achievement in the chemistry subject were interviewed four times over the period. Data analysis revealed that they did not have apparent difficulties in understanding and applying Coulombic electrostatics in simple contexts. Nevertheless, the application of Coulombic electrostatics to the learning of covalent bonding was not always successful. The reasons were complicated – among them was the need to fulfil the requirement of the official curriculum and public examination in which students would have to draw electron diagrams based on the octet rule. Students seemed to have discarded electrostatic forces and were in favor of the octet rule when making sense of covalent bonding. Implications for the teaching and learning of chemical bonding will be discussed.
Persistent Identifierhttp://hdl.handle.net/10722/193971
ISBN
Series/Report no.Contributions from Science Education Research; v.1

 

DC FieldValueLanguage
dc.contributor.authorLee, Ren_US
dc.contributor.authorCheng, MMWen_US
dc.date.accessioned2014-01-28T06:38:59Z-
dc.date.available2014-01-28T06:38:59Z-
dc.date.issued2014en_US
dc.identifier.citationThe relationship between teaching and learning of chemical bonding and strcutures. In Bruguière, C., Tiberghien, A & Pierre, C (Eds.), Topics and trends in current science education: 9th ESERA Conference Selected Contributions, p. 403-417. Dordrecht: Springer, 2014en_US
dc.identifier.isbn9789400772816en_US
dc.identifier.urihttp://hdl.handle.net/10722/193971-
dc.description.abstractThis study is an evaluation of students’ learning of chemical bonding based on a curricular model proposed by Taber (2001). The model, which took electrostatics as an overarching framework, was adopted in the teaching of a Grade 10 chemistry class in Hong Kong. The teaching lasted for eight weeks. Three students from the class who represented high, medium and low achievement in the chemistry subject were interviewed four times over the period. Data analysis revealed that they did not have apparent difficulties in understanding and applying Coulombic electrostatics in simple contexts. Nevertheless, the application of Coulombic electrostatics to the learning of covalent bonding was not always successful. The reasons were complicated – among them was the need to fulfil the requirement of the official curriculum and public examination in which students would have to draw electron diagrams based on the octet rule. Students seemed to have discarded electrostatic forces and were in favor of the octet rule when making sense of covalent bonding. Implications for the teaching and learning of chemical bonding will be discussed.en_US
dc.languageengen_US
dc.publisherSpringeren_US
dc.relation.ispartofTopics and trends in current science education: 9th ESERA Conference Selected Contributionsen_US
dc.relation.ispartofseriesContributions from Science Education Research; v.1-
dc.titleThe relationship between teaching and learning of chemical bonding and strcuturesen_US
dc.typeBook_Chapteren_US
dc.identifier.emailCheng, MMW: mwcheng@hkucc.hku.hken_US
dc.identifier.authorityCheng, MMW=rp01547en_US
dc.identifier.doi10.1007/978-94-007-7281-6_25en_US
dc.identifier.hkuros227622en_US
dc.identifier.spage403en_US
dc.identifier.epage417en_US
dc.publisher.placeDordrechten_US

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