The knowledge of chemical bonding is essential to the understanding of almost every topic in chemistry. However, it is very difficult to learn, and students have a lot of misconceptions regarding this concept. In order to improve students' understanding of this concept, it is essential to revise the scientific content, the pedagogical approach and the assessment methods regarding this concept. In this paper, we will review two studies. The first one will refer to aspects that have influenced students' misconceptions regarding the topic of chemical structure and bonding, and the other one referring to new methods for teaching the concept of chemical bond, as well as assessment tasks.
keywordsChemical structure and bonding, learning goals, learning performances, organization principles.
resumEl coneixement de l'enllaç químic és essencial per comprendre gairebé qualsevol tema de química. Tanmateix, és molt difícil d'aprendre i els estudiants tenen una gran quantitat de concepcions alternatives en relació amb aquest concepte. Amb l'objectiu de millorar la comprensió dels estudiants entorn d'aquest concepte, és essencial revisar el contingut científic, l'enfocament pedagògic i els mètodes d'avaluació. En aquest article, revisem dos estudis. El primer es refereix als aspectes que han determinat les concepcions alternatives dels estudiants respecte del tema de l'estructura i l'enllaç químic, i l'altre es refereix als nous mètodes d'ensenyar el concepte enllaç químic, així com a les activitats d'avaluació.
paraules clauEstructura i enllaç químic, objectius d'aprenentatge, resultats d'aprenentatge, principis organitzadors.
ABSTRACT:The traditional pedagogical approach for teaching chemical bonding is often overly simplistic and not aligned with the most up-to-date scientific models. As a result, high-school students around the world lack fundamental understanding of chemical bonding. In order to improve students' understanding of this concept, it was essential to propose a systemic treatment, namely, revising the scientific content, the pedagogical approach, and the assessment methods regarding this concept. Therefore, the main goal of this study was to build a conceptual framework that provides an advanced scientific and pedagogical foundation regarding the chemical bonding concept-one that will guide chemistry curriculum developers as well. A conceptual framework for a new teaching approach was constructed with lead-chemistry teachers, science (chemistry) educators, and research chemists. We suggest that chemical bonding should be taught based on elemental principles and by using the idea of a continuum of bond strengths. Our process includes the formulation of learning goals aligned with current scientific knowledge. Moreover, we suggest that constructing assessment tasks on carefully specified learning goals, which are described in terms of learning performances, may enable educators to foster and examine much deeper levels of students' understanding.
Traditional curriculum for teaching bonding often fosters the use of over-simplifications and over-generalizations. Therefore, there is a need for a presentation that is consistent with current scientific knowledge and that provides the student with the proper intellectual infrastructure for further studies. In this article, we present a general framework for bonding that can be presented at different levels of sophistication depending on the student's level and needs. This is achieved without sacrificing the benefits of traditional qualification of different bond types as this qualification is presented along a continuum scale of chemical bonding. The pedagogical strategy for teaching this model is a "bottom-up" one, starting with basic principles and ending with specific properties. It is our hope that its use could remove learning impediments and enhance students understanding of the nature of chemical bonds.
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