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Science students perceptions of ion bonding

Roko Vladušić ; Prirodoslovno - matematički fakultet Sveučilišta u Splitu, Split, Hrvatska
Mia Ožić

Sažetak

Chemical bonding, as imaginary concepts, can be explained on different complexity levels. Following the sequence of simplified models from lower levels of education, through science-based concepts that are introduced in secondary education up to complex quantum-mechanical theory to undergraduate and graduate levels, knowledge of chemical bonding are continually restructured and upgrades. In such system of abstract concepts, rules and limited variety of models, alternative conceptions are ingrained phenomenon. Guided by knowledge of the dichotomous views of pupils and students on chemical bonding (Taber, 2002), we decided to acquire a deeper knowledge of understanding ion bonding. We investigated construction: electrostatic (scientific) and molecular (alternative) concept of ionic bonding in students population of undergraduate and graduate studies of Faculty of science in Croatia. We have taken a diagnostic instrument with 20 items (Taber, 2012) and strengthened by the addition of self-assessment of safety in the results. At some students we identified alternative ideas about ionic bonding. Although graduate students were more successful, differences compared to undergraduate level students, as a rule, are not significant. Certain alternative thinking elements are strongly related to students from specific institutions.

Ključne riječi

alternative concepts; ionic bonding; chemical bonding; Faculty of Science

Hrčak ID:

160163

URI

https://hrcak.srce.hr/160163

Datum izdavanja:

11.5.2016.

Podaci na drugim jezicima: hrvatski

Posjeta: 1.577 *