One of my publications is:
Taber, K. S. (1997) Student understanding of ionic bonding: molecular versus electrostatic thinking?, School Science Review, 78 (285), pp.85-95.
Download a copy of the author's manuscript version of the paper
Abstract:
Research interviews have produced evidence that individual school pupils and chemistry students have 'alternative conceptions' of one of the main categories of chemical bond – the ionic bond.The present paper reports the results of a small scale survey designed to investigate if these alternative conceptions are widespread.The data suggest that there are common aspects of student thinking about ionic bonding which have significant implications for teachers of school science and college chemistry. Collectively these alternative conceptions are described as the MOLECULAR FRAMEWORK, and are contrasted with the orthodox view, labelled the ELECTROSTATIC FRAMEWORK.The survey was designed to show the extent to which learners' views matched these two perspectives. It was found that the statements derived from the alternative framework were judged as true by large proportions of the learners surveyed. It is concluded that the MOLECULAR FRAMEWORK is a useful model for representing common aspects of learners' alternative ideas in this area of the science curriculum.Teachers of science and chemistry should be aware of the need to contrast molecular and electrostatic ideas when teaching this topic.
Contents
- Introduction
- Misunderstanding the ionic bond?
- Two frameworks for understanding ionic bonding
- The TRUTH ABOUT IONIC BONDING DIAGNOSTIC INSTRUMENT
- The sample
- Results
- THE VALENCY CONJECTURE
- THE HISTORY CONJECTURE
- THE 'JUST FORCES' CONJECTURE
- THE PRESENCE OF MOLECULES
- Discussion
- Conclusions
The data reported here was collected using a diagnostic instrument that is available for use in classroom teaching.
Download a copy of the author's manuscript version of the paper
