Coulombic Interaction in Finnish Middle School Chemistry: A Systemic Perspective on Students' Conceptual Structure of Chemical Bonding

Autor/inn/en	Joki, Jarkko; Lavonen, Jari; Juuti, Kalle; Aksela, Maija
Titel	Coulombic Interaction in Finnish Middle School Chemistry: A Systemic Perspective on Students' Conceptual Structure of Chemical Bonding
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 4, S.901-917 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C5RP00107B
Schlagwörter	Foreign Countries; Middle School Students; Chemistry; Science Instruction; Scientific Concepts; Teaching Methods; High Achievement; Metropolitan Areas; Science Process Skills; Concept Formation; Grade 7; Learning Strategies; Mnemonics; Semi Structured Interviews; Finland + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ballungsraum; Concept learning; Begriffsbildung; School year 07; 7. Schuljahr; Schuljahr 07; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mnemotechnik; Finnland
Abstract	The aim of this study was to design a novel and holistic way to teach chemical bonding at the middle school level according to research on the teaching and learning of bonding. A further aim was to investigate high achieving middle school students' conceptual structures concerning chemical bonding by using a systemic perspective. Students in one metropolitan area middle school were introduced to this newly designed model and their conceptual structures were studied by a clinical interview (n = 8) at the time when the students were concluding their studies at the middle school. The interview data were analysed by employing a systemic perspective on conceptual structures. Elements of conceptual structures such as concepts, simple models (mnemonic devices), explaining schemas, attributes and hypothesis constructs were identified and coded. Connections between the knowledge elements were also identified. An understanding of these connections helps to illuminate which components are necessary to build an adequate conceptual structure. The study revealed that applying principles relating to Coulombic interaction to understand chemical bonding requires the simultaneous appreciation of several factors: First, electron shells have to be understood in terms of energy levels. Second, the distance between the outer electrons and the nucleus has to be understood on the basis of electron shell construction. On the other hand, the effective nuclear charge also needs to be taken into account. The study introduces two new points of view to chemistry education research (CER): (1) a teaching model of chemical bonding that emphasises electric interaction as the background of most bonding types was developed in the study. This responds to the identified need in CER to test alternative teaching models that avoid the octet framework. (2) In the field of chemistry education research, a systemic approach has not previously been widely used for the examination of conceptual structures. In addition, the systemic perception of the network structure, which consists of these constructions, helps to explain in more detail the relationship between the separate concepts and the constructions and their significance as a whole. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01