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This paper reviews some previous studies, concerning students’ conceptual difficulties and reports the findings from a research study with Greek students, which set out to examine their knowledge and understanding of a number of key concepts related to bonding. The students generally exhibited limited knowledge and possessed certain misconceptions. A quasi-experimental research design was employed: the control group was taught using the standard Greek chemistry textbook, while the treatment group used enriched teaching material. The treatment group showed superior knowledge with respect to a number of issues, such as the role of electrostatic interactions, electronegativity, and bond polarity.
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This page is a summary of: Teaching and learning chemical bonding: research-based evidence for misconceptions and conceptual difficulties experienced by students in upper secondary schools and the effect of an enriched text, Chemistry Education Research and Practice, January 2018, Royal Society of Chemistry,
DOI: 10.1039/c8rp00035b.
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