Developing a sound understanding about the concept of ionic bond is fundamental to subsequent learning of various other topics related to this concept in chemistry Any misconception that students harbour about these concepts will impede their further learning The purpose of this study is to determine misconceptions held by high school chemistry students and prospective chemistry teachers about ionic bonding and to reveal that what kind of differences and similarities these misconceptions show according to the educational level and to present suggestions in the light of the findings obtained from the research With this aim a two tier true false diagnostic test is prepared making use of the literature and administered to a random sample of total of 120 students attending 1st 2nd and 3rd class of a regular high school in Malatya and 24 prospective chemistry teachers in the last year of their teacher education in a university in Turkey It was determined from the analysis of the results that high school students held similar misconceptions at all educational levels and surprisingly prospective chemistry teachers also held many misconceptions related to ionic bond concept Besides it was seen that most of these misconceptions were same or similar as to those held by high school students Based on these results some suggestions were made about teaching the concept of ionic bonding at secondary and undergraduate education level
📌 3 Key Takeaways
🎯
Objective & Hypothesis:Developing a sound understanding about the concept of ionic bond is fundamental to subsequent learning of various other topics related to this concept in chemistry Any misconception that students harbour about these concepts will impede their further learning The purpose of this study is to determine misconceptions held by high school chemistry students and prospective chemistry teachers about ionic bonding and to reveal that what kind of differences and similarities these misconceptions show according to the educational level and to present suggestions in the light of the findings obtained from the research With this aim a two tier true false diagnostic test is prepared making use of the literature and administered to a random sample of total of 120 students attending 1st 2nd and 3rd class of a regular high school in Malatya and 24 prospective chemistry teachers in the last year of their teacher education in a university in Turkey It was determined from the analysis of the results that high school students held similar misconceptions at all educational levels and surprisingly prospective chemistry teachers also held many misconceptions related to ionic bond concept Besides it was seen that most of these misconceptions were same or similar as to those held by high school students Based on these results some suggestions were made about teaching the concept of ionic bonding at secondary and undergraduate education level
📊
Key Findings & Data:Developing a sound understanding about the concept of ionic bond is fundamental to subsequent learning of various other topics related to this concept in chemistry Any misconception that students harbour about these concepts will impede their further learning The purpose of this study is to determine misconceptions held by high school chemistry students and prospective chemistry teachers about ionic bonding and to reveal that what kind of differences and similarities these misconceptions show according to the educational level and to present suggestions in the light of the findings obtained from the research With this aim a two tier true false diagnostic test is prepared making use of the literature and administered to a random sample of total of 120 students attending 1st 2nd and 3rd class of a regular high school in Malatya and 24 prospective chemistry teachers in the last year of their teacher education in a university in Turkey It was determined from the analysis of the results that high school students held similar misconceptions at all educational levels and surprisingly prospective chemistry teachers also held many misconceptions related to ionic bond concept Besides it was seen that most of these misconceptions were same or similar as to those held by high school students Based on these results some suggestions were made about teaching the concept of ionic bonding at secondary and undergraduate education level
💡
Conclusion & Impact:Developing a sound understanding about the concept of ionic bond is fundamental to subsequent learning of various other topics related to this concept in chemistry Any misconception that students harbour about these concepts will impede their further learning The purpose of this study is to determine misconceptions held by high school chemistry students and prospective chemistry teachers about ionic bonding and to reveal that what kind of differences and similarities these misconceptions show according to the educational level and to present suggestions in the light of the findings obtained from the research With this aim a two tier true false diagnostic test is prepared making use of the literature and administered to a random sample of total of 120 students attending 1st 2nd and 3rd class of a regular high school in Malatya and 24 prospective chemistry teachers in the last year of their teacher education in a university in Turkey It was determined from the analysis of the results that high school students held similar misconceptions at all educational levels and surprisingly prospective chemistry teachers also held many misconceptions related to ionic bond concept Besides it was seen that most of these misconceptions were same or similar as to those held by high school students Based on these results some suggestions were made about teaching the concept of ionic bonding at secondary and undergraduate education level
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Kavram yanılgıları · iyonik bağ · lise öğrencileri
Abstract
Developing a sound understanding about the concept of ionic bond is fundamental to subsequent learning of various other topics related to this concept in chemistry Any misconception that students harbour about these concepts will impede their further learning The purpose of this study is to determine misconceptions held by high school chemistry students and prospective chemistry teachers about ionic bonding and to reveal that what kind of differences and similarities these misconceptions show according to the educational level and to present suggestions in the light of the findings obtained from the research With this aim a two tier true false diagnostic test is prepared making use of the literature and administered to a random sample of total of 120 students attending 1st 2nd and 3rd class of a regular high school in Malatya and 24 prospective chemistry teachers in the last year of their teacher education in a university in Turkey It was determined from the analysis of the results that high school students held similar misconceptions at all educational levels and surprisingly prospective chemistry teachers also held many misconceptions related to ionic bond concept Besides it was seen that most of these misconceptions were same or similar as to those held by high school students Based on these results some suggestions were made about teaching the concept of ionic bonding at secondary and undergraduate education level
Özet
İyonik bağ kavramının doğru anlaşılması, kimyada bu kavramla ilişkili çeşitli diğer konuları öğrenmede önemlidir. Öğrencilerin bu kavramla ilgili taşıdıkları herhangi bir kavram yanılgısı sonraki öğrenmelerini olumsuz etkileyecektir. Bu araştırmanın amacı, lise öğrencilerinin ve kimya öğretmen adaylarının iyonik bağ kavramına ilişkin yanılgılarını saptamak ve bu yanılgıların öğrenim düzeylerine göre ne gibi farklılıklar ve benzerlikler gösterdiğini ortaya çıkararak elde edilen bulgular doğrultusunda öneriler geliştirmektir. Bu amaçla, hazırlanan iki aşamalı bir Doğru-Yanlış Tanı Testi Malatya’daki bir düz lisenin 1., 2. ve 3. sınıflarına devam eden toplam 120 öğrenciye ve bir üniversitenin 24 kimya öğretmenliği son sınıf öğrencisine uygulanmıştır. Araştırma sonucu elde edilen bulguların analizinden, lise öğrencilerinin hemen her düzeyde benzer yanılgılara sahip olduğu ve şaşırtıcı bir şekilde kimya öğretmeni adaylarının da çok sayıda yanılgıya sahip olduğu belirlenmiştir. Ayrıca bu yanılgıların birçoğunun lise öğrencilerinde tespit edilen yanılgılarla aynı veya onlarla benzer olduğu da görülmüştür. Bu sonuçlara dayalı olarak iyonik bağ kavramının ortaöğretimde ve lisans düzeyinde öğretimine ilişkin bazı önerilerde bulunulmuştur.
DOĞAN, D., DEMİRCİ, B. (2022). High School Chemistry Students? and ProspectiveChemistry Teachers? Misconceptions about Ionic Bonding. İnönü Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 12 - Sayı: 1, 67–84. https://ajindex.com/articles/547571
Abimbola, I. O. (1988). The problem of terminology in the study of student conceptions in science. Science Education, 72 (2), 175-184.
Azizoğlu, N., Alkan, M. ve Geban, O. (2006). Undergraduate pre-service teachers’ understandings and misconceptions of phase equilibrium. Journal of Chemical Education, 83 (6), 947-953.
Barke, H-D., Hazari A. ve Yitbarek S. (2009). Misconceptions in chemistry: Addressing perceptions in chemical education by Springer-Verlag: Berlin, Germany, s.294. Barnea, N. ve Dori, Y. J. (2000). Computerized molecular modeling: The new technology for enhance model perception among chemistry educators and learners. Chemistry Education: Research and Practice in Europe, 1, 109–120.
Butts, B. ve Smith, R.(1987). HSC chemistry students’understanding of the structure and properties of molecular and ionic compounds. Research in Science Education, 17, 192-201.
Canpolat, N., Pınarbaşı, T., Bayrakçeken, S. ve Geban Ö. (2004). Kimyadaki bazı yaygın yanlış kavramalar. Gazi Eğitim Fakültesi Dergisi, 24, 135-146.
Chang, J. Y. (1999). Teachers college students’ conceptions about evaporation, condensation, and boiling. Science Education, 83 (5), 511-526.
Coll, R. K. ve Taylor, N. (2001). Alternative conceptions of chemical bonding held by upper secondary and tertiary students, Research in Science ve Technological Education, 19 (2), 171-191.
Coll, R. K. ve Taylor, N. (2001b). Alternative conceptions of chemical bonding amongst senior secondary and tertiary students: Nature and origins. Teaching and Learning, 22, 48–60.
Coll, R. K. ve Treagust, D. F. (2001). Learner’s mental model of chemical bonding. Research in Science Education, 31, 357-382.
Çalik, M. ve Ayas, A. (2005).A comparison of level of understanding of eighth-grade students and science student teachers related to selected chemistry concepts, Journal of Research in Science Teaching, 42 (6), 638-667.
Demircioglu G., Ayas A. ve Demircioglu H. (2005). Conceptual change achieved through a new teaching program on acids and bases, Chemistry Education Research and Practice, 6 (1), 36-51.
Driver, R. ve Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
Duit, R. ve Treagust, D. F. (1995). Students’ conceptions and constructivist teaching approaches. In Fraser, B.J. ve Walberg, H.J. (Eds.), Improving Science Education (s. 46-69). Chicago: The University of Chicago Pres. Frailich M., Kesner M.