Students' understandings of chemical bonds and the energetics of chemical reactions
Article first published online: 7 DEC 1998
Copyright © 1998 John Wiley & Sons, Inc.
Journal of Research in Science Teaching
Volume 35, Issue 5, pages 569–581, May 1998
How to Cite
Boo, H. K. (1998), Students' understandings of chemical bonds and the energetics of chemical reactions. J. Res. Sci. Teach., 35: 569–581. doi: 10.1002/(SICI)1098-2736(199805)35:5<569::AID-TEA6>3.0.CO;2-N
- Issue published online: 7 DEC 1998
- Article first published online: 7 DEC 1998
- Manuscript Accepted: 21 NOV 1997
- Manuscript Revised: 10 JUN 1997
- Manuscript Received: 3 MAY 1995
The purpose of this study was to investigate Grade 12 students' understandings of the nature of chemical bonds and energetics elicited across five familiar chemical reactions following a course of instruction. Based on a chemist's analysis of the conceptual area, a list of relevant concepts involved was identified, and the range of five reactions was chosen. These then served as the framework for drawing up a semistructured interview protocol, which was administered to 48 students. The students' responses revealed a range of conceptions at variance with the chemist's view, some of which have not yet been reported in the literature. The implications of the research are that grasping chemistry concepts and principles from the students' perspective is full of pitfalls. There are numerous ways in which students can misconstruct concepts and principles. Teachers, curriculum developers, and textbook writers must be aware of the various ways in which material presented could be misconstrued and hence be a hindrance to student learning. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 569–581, 1998.