Background: Textbooks are integral tools for teachers’ lessons. Several researchers observed that school teachers rely heavily on textbooks as informational sources when planning lessons. Moreover, textbooks are an important resource for developing students’ knowledge as they contain various representations that influence students’ learning. However, several studies report that students have difficulties understanding models in general, and chemical bonding models in particular, and that students’ difficulties understanding chemical bonding are partly due to the way it is taught by teachers and presented in textbooks.
Purpose: This article aims to delineate the influence of textbooks on teachers’ selection and use of representations when teaching chemical bonding models and to show how this might cause students’ difficulties understanding.
Sample: Ten chemistry teachers from seven upper secondary schools located in Central Sweden volunteered to participate in this study.
Design and methods: Data from multiple sources were collected and analysed, including interviews with the 10 upper secondary school teachers, the teachers’ lesson plans, and the contents of the textbooks used by the teachers.
Results: The results revealed strong coherence between how chemical bonding models are presented in textbooks and by teachers, and thus depict that textbooks influence teachers’ selection and use of representations for their lessons. As discussed in the literature review, several of the selected representations were associated with alternative conceptions of, and difficulties understanding, chemical bonding among students.
Conclusions: The study highlights the need for filling the gap between research and teaching practices, focusing particularly on how representations of chemical bonding can lead to students’ difficulties understanding. The gap may be filled by developing teachers’ pedagogical content knowledge regarding chemical bonding and scientific models in general. 相似文献
制备了一个结构新颖的镍的二价配合物,并过元素分析,红外光谱和X-射线衍射对其进行表征.结果表明该配合物属三斜晶系,空间群为P-3c1,晶胞晶胞参数为:a=11.9404(8),b=11.9404(8),c=17.087(2),V=2109.8(3)3,Z=4,Dc=1.389 Mg/m3,F(000)=924,化学式C7H26N7N i O1S1,化学式量为317.7.中心镍离子与3个乙二胺的六个氮原子配位成一个变形八面体结构.同时,晶体中含有没有配位的逆硫氰根离子和水分子.配合物结构单元的分子之间是通过氢键相连接,从而形成了比较稳定的一维链状结构. 相似文献
Students' misconceptions before or after formal instruction have become a major concern among researchers in science education because they influence how students learn new scientific knowledge, play an essential role in subsequent learning and become a hindrance in acquiring the correct body of knowledge. In this paper some students' misconceptions on chemical bonding reported in the literature were investigated and presented. With this aim, a detailed literature review of chemical bonding was carried out and the collected data was presented from past to day historically. On the basis of the results some suggestions for teaching were made. 相似文献