Why the Covalent Bond Is Such a Complex Concept: A Conceptual Profile Proposal

Autor/inn/en	Baltieri, Ricardo Santos; Bego, Amadeu Moura; Cebim, Marco Aurélio
Titel	Why the Covalent Bond Is Such a Complex Concept: A Conceptual Profile Proposal
Quelle	In: International Journal of Science Education, 43 (2021) 12, S.2007-2024 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baltieri, Ricardo Santos) ORCID (Bego, Amadeu Moura) ORCID (Cebim, Marco Aurélio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1949070
Schlagwörter	Scientific Concepts; Difficulty Level; Chemistry; Misconceptions; Semantics; Undergraduate Students; Foreign Countries; Epistemology; Brazil + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Chemie; Missverständnis; Semantik; Ausland; Erkenntnistheorie; Brasilien
Abstract	The learning process of scientific concepts has been investigated and discussed in several studies in recent decades. However, the understanding of this process may be different depending on the psycho-pedagogical approach adopted. From the perspective of the conceptual profile, the same concept can present more than one mode of thinking and way of speaking, which can then be organised into different zones. In this study, we report a conceptual profile of the covalent bond, which contemplates epistemological and ontological commitments. To this end, we conducted a narrative review of the historical development of the concept, as well as a systematic review of the misconceptions of chemical bond reported in the literature, and applied a questionnaire to a higher education class in Chemistry. The results were compiled in the form of a semantic matrix with nineteen meanings, which was then transformed into four zones: indiscriminate connectivity, stabilising attractiveness, localised remnant, and systematic delocalisation. The proposal contributes to the discussion of the approaches that explain the content under study, specifically in the teaching of chemistry, by considering its polysemy and evolution in the students' learning. Additionally, it allows the future planning of teaching units and textual analyses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01