One of my publications is:
Taber, K. S. & Coll, R. (2002) Chemical Bonding, in Gilbert, J. K. et al., (editors) Chemical Education: Research-based Practice, Dordrecht: Kluwer Academic Publishers BV, pp.213-234.
Publisher's webpage for the book
Download the author's manuscript version of the chapter here.
From the Introduction:
Chemical bonding is a key concept in chemistry. It is also a topic area where understanding is developed through diverse models – which are in turn built upon a range of physical principles – and where learners are expected to interpret a disparate range of symbolic representations standing for chemical bonds.
Chemistry, as a subject, may be said to be concerned with the properties and reactions of substances. Substances are often understood in terms of aggregations (or combinations) of particles, and the nature of the bonding between those particles is used to explain many of the chemical and the physical properties of the substance – including such gross aspects as whether the substance is a solid, liquid or gas at a given temperature and pressure. Chemical change involves the rearrangement of the constituent particles that make up the reactants, to give new configurations that are characteristic of (and, indeed, determine) the products. In other words, chemical reactions involve the breaking and forming of chemical bonds. The relative bond strengths in reactants and products are also a key determinant of the thermodynamics of a reaction process, and therefore of the equilibrium position in practice, for many reactions, this means whether or not the reaction will proceed.
The central importance of chemical bonding to the subject is well recognised…, and is such that it is considered a core topic in many chemistry curricula at school, college and university level. However, it is also a topic where learners commonly develop a wide range of alternative conceptions…
Contents:
- Introduction
- Structure of the chapter
- The Octet Framework
- An atomic ontology
- Anthropomorphic explanations
- The source of the alternative conceptual framework
- The chemical bond is due to electrical forces
- Lack of Appreciation of the Scientific Perspective
- Shifts Between Levels of Representation
- The covalent bond as a shared electron pair
- Bonding need not imply molecules
- A molecular model for ionic bonding
- Not all chemical bonds are covalent or ionic
- Metallic Bonding
- Intermolecular Bonding
- Bonding may be intermediate between covalent and ionic
- Recommendations for teachers
- Build on physical principles
- Focus on molecules and ions rather than atoms
- Teach bonds as electrical concepts (not magical or social concepts)
- Emphasise the non-molecular nature of non-molecular lattices
- Take care with language
- Conclusion
Download the author's manuscript version of the chapter here.
ChemTeach – is a discussion list for sharing information and expertise among those involved in teaching chemistry. Click here to learn more about, or find out how to join, the group
