A Cost-Effective Physical Modeling Exercise to Develop Students' Understanding of Covalent Bonding

Autor/in	Turner, Kristy L.
Titel	A Cost-Effective Physical Modeling Exercise to Develop Students' Understanding of Covalent Bonding
Quelle	In: Journal of Chemical Education, 93 (2016) 6, S.1073-1080 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.5b00981
Schlagwörter	Cost Effectiveness; Teaching Methods; Science Instruction; Chemistry; High School Students; Cooperative Learning; Hands on Science; Introductory Courses; Problem Solving; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kooperatives Lernen; Einführungskurs; Problemlösen; Ausland; Großbritannien
Abstract	Chemical bonding is one of the basic concepts in chemistry, and the topic of covalent bonding forms an important core of knowledge for the high school chemistry student. For many teachers it is a challenging concept to teach, not least because it relies mainly on traditional instruction and written work. Similarly, many students find the topic abstract and difficult to grasp and the traditional approach can be disengaging for some students. This modeling activity was used with 14-16 year old students to consolidate their understanding of the covalent bonding model extend their thinking beyond the "octet rule". This low cost, kinesthetic approach proved to be highly engaging for the students and a useful stimulus for discussion. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01