The Challenges of Learning and Teaching Chemical Bonding at Different School Levels Using Electrostatic Interactions Instead of the Octet Rule as a Teaching Model

Autor/inn/en	Joki, Jarkko; Aksela, Maija
Titel	The Challenges of Learning and Teaching Chemical Bonding at Different School Levels Using Electrostatic Interactions Instead of the Octet Rule as a Teaching Model
Quelle	In: Chemistry Education Research and Practice, 19 (2018) 3, S.932-953 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joki, Jarkko) ORCID (Aksela, Maija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c8rp00110c
Schlagwörter	Chemistry; Scientific Concepts; Science Instruction; Teaching Methods; Case Studies; Teaching Models; Secondary School Science; Secondary School Students; Interviews; Science Teachers; Grounded Theory; Knowledge Level; Age Differences; Pedagogical Content Knowledge; Qualitative Research; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Lehrmodell; Sekundarschüler; Interviewing; Interviewtechnik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Wissensbasis; Age; Difference; Age difference; Altersunterschied; Pädagogische Kompetenz; Qualitative Forschung; Ausland; Finnland
Abstract	Teaching chemical bonding using the octet rule as an explanatory principle is problematic in many ways. The aim of this case study is to understand the learning and teaching of chemical bonding using a research-informed teaching model in which chemical bonding is introduced as an electrostatic phenomenon. The study posed two main questions: (i) how does a student's understanding of chemical bonding evolve from lower- to upper-secondary school when an electrostatic model of chemical bonding was used at the lower-secondary level? (ii) How does the teaching of octets/full shells at the upper-secondary level affect students' understanding? The same students were interviewed after lower-secondary school and again during their first year at upper-secondary school. Their upper-level chemistry teachers were also interviewed. The interview data were analysed using the grounded theory method. The findings showed that the students' earlier proper understanding of the electrostatic-interactions model at the lower-secondary level did not prevent the later development of less-canonical thinking. Teachers' pedagogical content knowledge (PCK) of the explanatory principles of chemical bonding and how to use explanations in science education needs to be promoted in both pre-service teacher education and during in-service training. (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