Learners' Mental Models of Metallic Bonding: A Cross-Age Study

Autor/inn/en	Coll, Richard K.; Treagust, David F.
Titel	Learners' Mental Models of Metallic Bonding: A Cross-Age Study
Quelle	In: Science Education, 87 (2003) 5, S.685-707 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.10059
Schlagwörter	Instructional Materials; Chemistry; Models; Molecular Structure; Secondary School Science; College Science; Student Attitudes; Knowledge Level; Scientific Concepts; Graduate Students; College Students; High School Students; Science Instruction; Age Differences + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Chemie; Analogiemodell; Schülerverhalten; Wissensbasis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Collegestudent; High school; High schools; Oberschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Age; Difference; Age difference; Altersunterschied
Abstract	Mental models of metallic bonding held by learners from three academic levels, secondary school (year 12), undergraduate, and postgraduate, were probed using semistructured interviews including the use of Interviews-About-Events focus cards depicting metallic properties and cards containing depictions of models from curriculum material. The learners in this study hold realist views about the bonding and structure for metallic substances and prefer the sea of electrons model. However, the undergraduate and postgraduate learners commonly utilized concepts from other models, such as the molecular orbital theory, to supplement their descriptions of their mental models. In addition, they were more critical of depicted models and held views of the continuous nature of metallic lattices that were more in accord with the scientific view. Few of the learners were able to describe the bonding in alloys, and although learners across all three academic levels offered reasonable explanations for the conductivity of metals, they were unable to explain malleability. It is recommended that it may be prudent to postpone the teaching of highly abstract mental models until later in an undergraduate degree program, since exposure to complex and abstract models is more appropriate for learners who wish to continue their studies in chemistry. (Contains 1 table and 10 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10