Bonding is commonly depicted in textbooks using a variety of representations.1 However, the limitations of these representations are rarely discussed by the textbook writers.2 Both Glynn2 and Duit3 discuss the importance of teachers helping their students identify not only the commonalities among representations, but also their limitations. A study conducted in Perth with 10 science teachers reported that only half of them ever discussed the limitations of models, and only two teachers reported discussing these limitations on a regular basis.1 Meanwhile, students struggle to draw and interpret the physical properties inherent in Lewis structures.4,5 Physical manipulative models may lead to confusion between ionic and covalent with learners believing “the stick” is an individualcovalent bond.6,7 Luxford and Bretz reported that student-created models of covalent and ionic bonding were useful for eliciting students’ understandings and misconceptions beyond memorized definitions.8 A misconception is commonly defined as a mistaken idea, notion, or thought that is not grounded in scientific understanding. Misconceptions are not fleeting ideas, but rather are resistant to change.9−11 Other terms used in the literature to describe these ideas include misunderstandings, naı̈ve conceptions, and alternative conceptions.12 These terms can be
sorted into two categories: nomothetic terms and ideographic terms.13 Nomothetic terms such as misconceptions, naı̈ve conceptions, conflicting notions, classroom mismatches, and erroneous conceptions tend to be used in quantitative experimental studies and make comparisons to accepted scientific ideas. Ideographic terms such as alternative conceptions, children’s science, developing conceptions, personal constructs, and intuitive beliefs tend to be used in studies that are more qualitative in nature and explore explanations constructed by students to make sense of their experiences. While each of these terms differs in subtle ways from the others, ultimately they are all used by researchers interested in knowing more about what students understand. The term “misconception” evokes comparisons to expert thinking. While the research described herein is interested in students’ emerging ideas about bonding, the instrument used in this researchthe Bonding Representations Inventory (BRI)judges answers as correct or incorrect, and as such, the term “misconceptions” will be used in this manuscript.
Bonding is commonly depicted in textbooks using a variety of representations.1 However, the limitations of these representations are rarely discussed by the textbook writers.2 Both Glynn2 and Duit3 discuss the importance of teachers helping their students identify not only the commonalities among representations, but also their limitations. A study conducted in Perth with 10 science teachers reported that only half of them ever discussed the limitations of models, and only two teachers reported discussing these limitations on a regular basis.1 Meanwhile, students struggle to draw and interpret the physical properties inherent in Lewis structures.4,5 Physical manipulative models may lead to confusion between ionic and covalent with learners believing “the stick” is an individualcovalent bond.6,7 Luxford and Bretz reported that student-created models of covalent and ionic bonding were useful for eliciting students’ understandings and misconceptions beyond memorized definitions.8 A misconception is commonly defined as a mistaken idea, notion, or thought that is not grounded in scientific understanding. Misconceptions are not fleeting ideas, but rather are resistant to change.9−11 Other terms used in the literature to describe these ideas include misunderstandings, naı̈ve conceptions, and alternative conceptions.12 These terms can besorted into two categories: nomothetic terms and ideographic terms.13 Nomothetic terms such as misconceptions, naı̈ve conceptions, conflicting notions, classroom mismatches, and erroneous conceptions tend to be used in quantitative experimental studies and make comparisons to accepted scientific ideas. Ideographic terms such as alternative conceptions, children’s science, developing conceptions, personal constructs, and intuitive beliefs tend to be used in studies that are more qualitative in nature and explore explanations constructed by students to make sense of their experiences. While each of these terms differs in subtle ways from the others, ultimately they are all used by researchers interested in knowing more about what students understand. The term “misconception” evokes comparisons to expert thinking. While the research described herein is interested in students’ emerging ideas about bonding, the instrument used in this researchthe Bonding Representations Inventory (BRI)judges answers as correct or incorrect, and as such, the term “misconceptions” will be used in this manuscript.
การแปล กรุณารอสักครู่..