Student Conceptions of Ionic Bonding: Patterns of thinking across three European contexts
Student Conceptions of Ionic Bonding: Patterns of thinking across three European contexts
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学生对离子键的概念：三个欧洲背景下的思维模式
DOI：
10.1080/09500693.2012.656150
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发表时间：
2012
影响因子：
2.3
通讯作者：
Canan Nakiboğlu
中科院分区：
文献类型：
--
作者：
K. Taber;Georgios Tsaparlis;Canan Nakiboğlu
先前的研究表明，学生通常会在化学键合的核心主题中形成替代概念。英国的研究报告称，那里的学生通常展示了另一种思考离子键合的“分子”概念框架：通过电子转移形成分子状离子对，这些离子对在内部键合，但不与其他离子键合。本研究报告了使用诊断仪器的翻译版本，从希腊和土耳其大学课程的两个学生样本中引出了 NaCl 中键合的概念（通常用作离子化合物的教学示例）。研究报告称，这两种背景下的学生对基于英语背景下确定的替代概念框架的陈述表现出高度支持。在这三种不同的教育背景下，学生通常会形成类似的离子键替代概念。研究还发现这三种背景下的具体反应模式存在一些相当大的差异，其中一些可以反映不同课程背景的具体特征。这项研究强化了在亚微观层面有效教授化学抽象模型的挑战的跨国性质。它还提供了有趣的建议，即仔细研究特定课程背景和学生思维中特定模式之间的相互作用，为识别学科教学法中支持或阻碍学习公认的科学模型的特定方面提供了很大的潜力。
Previous research has reported that students commonly develop alternative conceptions in the core topic of chemical bonding. Research in England has reported that students there commonly demonstrate an alternative ‘molecular’ conceptual framework for thinking about ionic bonding: in terms of the formation of molecule-like ions pairs through electron transfer, which are internally bonded, but not bonded to other ions. The present study reports the use of translated versions of a diagnostic instrument to elicit the conceptions of bonding in NaCl (commonly used as the teaching example of an ionic compound) from two samples of students setting out on university courses in Greece and Turkey. The study reports that students in these two contexts displayed high levels of support for statements based upon the alternative conceptual framework identified in the English context. Students commonly develop similar alternative conceptions of ionic bonding in these three different educational contexts. The study also found some quite large differences in the specific response patterns across these three contexts, some of which could reflect specific features of the different curriculum contexts. The study reinforces the cross-national nature of the challenge of effectively teaching the abstract models of chemistry at the submicroscopic level. It also provides intriguing suggestions that a close study of the interactions between specific curriculum contexts and specific patterns in students' thinking offers much potential for identifying particular aspects of subject pedagogy that either support or impede the learning of accepted scientific models.
影响因子：
10.5
作者：
Wang, GL;Amanai, K;Jiang, J
通讯作者：
Jiang, J