PRE-SERVICE SCIENCE TEACHER’S MISCONCEPTIONS OF THE CHEMICAL BONDS
DOI:
https://doi.org/10.24191/VoA.v19i2.11681Abstract
Science teachers in Malaysia could enter the profession via a science education degree programme, or by taking a diploma in education after completing a separate degree in pure science. Misconceptions of key concepts such as chemical bonds are a highlighted issue among pre-service science teachers. The objectives of this study were to: (i) identify the scientific and non-scientific conceptions of chemical bonds held by pre-service science teachers, (ii) identify factors that influence pre-service science teachers’ conceptions, and (iii) offer strategies to overcome pre-service science teachers’ misconceptions about chemical bonds. A mixed-method research methodology (qualitative and quantitative) i.e., paper-and-pencil test, and open-ended interview was adopted. Thirty respondents consisting of pre-service teachers in Science Education (majoring in Chemistry) from a Faculty of Education in a public university in Malaysia were non-randomly selected based on the purposive sampling technique. Our findings showed a high level of misconceptions that also did not alter significantly through the respondents’ four years of training. The correct scientific conceptions about key concepts such as chemical bonds should be comprehensively strengthened among pre-service science teachers before they graduate to ensure that they can deliver the best quality chemistry knowledge to their future students.
References
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Bergqvist, A., Drechsler, M., De Jong, O., & Rundgren, S.-N. C. (2013). Representations of chemical bonding models in school textbooks–help or hindrance for understanding? Chemistry Education Research and Practice, 14(4), 589-606.
Boo, H. K. (2000). Pre-service teachers’ content weaknesses concerning chemical bonds and bonding.
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Butcher, K. R. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. Journal of educational psychology, 98(1), 182.
Canpolat, N., Pınarbaşı, T., Bayrakçeken, S., & Geban, O. (2006). The conceptual change approach to teaching chemical equilibrium. Research in Science & Technological Education, 24(2), 217-235.
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Chudowsky, N., & Pellegrino, J. W. (2003). Large-scale assessments that support learning: What will it take? Theory into practice, 42(1), 75-83.
Coll, R. K. (2008). Chemistry Learners' Preferred Mental Models for Chemical Bonding. Journal of Turkish Science Education (TUSED), 5(1).
Coll, R. K., & Taylor, N. (2001). Alternative conceptions of chemical bonding held by upper secondary and tertiary students. Research in Science & Technological Education, 19(2), 171-191.
Coll, R. K., & Treagust, D. F. (2003). Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 40(5), 464-486.
Collins, P. G., & Avouris, P. (2000). Nanotubes for electronics. Scientific american, 283(6), 62-69.
Constable, E. C., & Housecroft, C. E. (2020). Chemical bonding: The journey from miniature hooks to density functional theory. Molecules, 25(11), 2623.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
De Jong, O., & Taber, K. S. (2007). Teaching and learning the many faces of chemistry. Handbook of research on science education, 631-652.
Dori, Y. J., Rodrigues, S., & Schanze, S. (2013). How to promote chemistry learning through the use of ICT Teaching chemistry–A studybook (pp. 213-240): Brill Sense.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest, 14(1), 4-58.
Fatokun, K. (2016). Instructional misconceptions of prospective chemistry teachers in chemical bonding. International Journal of Science and Technology Education Research, 7(2), 18-24.
Fausto, S., Machado, F. A., Bento, L. F. J., Iamarino, A., Nahas, T. R., & Munger, D. S. (2012). Research blogging: indexing and registering the change in science 2.0. PloS one, 7(12), e50109.
Frailich, M., Kesner, M., & Hofstein, A. (2007). The influence of web‐based Chemistry learning on students' perceptions, attitudes, and achievements. Research in Science & Technological Education, 25(2), 179-197.
Frailich, M., Kesner, M., & Hofstein, A. (2009). Enhancing students' understanding of the concept of chemical bonding by using activities provided on an interactive website. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(3), 289-310.
Galvez, R. (2018). Effectiveness of animated visuals for the teaching of chemical bonding in junior high school chemistry. International Journal of Education and Research, 6(1), 119-128.
Goris, T., & Dyrenfurth, M. (2010). Students’ misconceptions in science, technology, and engineering. Paper presented at the ASEE Illinois/Indiana section conference.
Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology/psychologie canadienne, 58(3), 203.
Griffiths, A. K., & Preston, K. R. (1992). Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules. Journal of research in Science Teaching, 29(6), 611-628.
Halim, A. S., Finkenstaedt-Quinn, S. A., Olsen, L. J., Gere, A. R., & Shultz, G. V. (2018). Identifying and remediating student misconceptions in introductory biology via writing-to-learn assignments and peer review. CBE—Life Sciences Education, 17(2), ar28.
Inel-Ekici, D., & Ekici, M. (2021). Mobile inquiry and inquiry-based science learning in higher education: advantages, challenges, and attitudes. Asia Pacific Education Review, 1-18.
Ionas, I. G., Cernusca, D., & Collier, H. L. (2012). Prior Knowledge Influence on Self-Explanation Effectiveness When Solving Problems: An Exploratory Study in Science Learning. International Journal of Teaching and Learning in Higher Education, 24(3), 349-358.
Kemmis, S., & Wilkinson, M. (1998). Participatory action research and the study of practice. Action research in practice: Partnerships for social justice in education, 1, 21-36.
Kenneth, A.-G. (2020). Pre-service teachers’ conception of an effective science teacher: the case of initial teacher training. Journal of Turkish Science Education, 17(1), 40-61.
Khiyarusoleh, U., Ardiyansyah, A., & Wilujeng, I. (2018). Pocket Book Based on Comic to Improve Conceptual Understanding of Child Sex Abuse (CSA): A Case Study of Elementary School. International Journal of Instruction, 11(4).
Listyarini, R. V. (2021). Implementation of Molecular Visualization Program for Chemistry Learning. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 9(1), 64-75.
Liu, Y., Zhao, G., Ma, G., & Bo, Y. (2014). The effect of mind mapping on teaching and learning: A meta-analysis. Standard Journal of Education and Essay, 2(1), 17-31.
Lloyd, J. K., Braund, M., Crebbin, C., & Phipps, R. (2000). Primary teachers' confidence about and understanding of process skills. Teacher Development, 4(3), 353-370.
McCormack, L. (2009). Cognitive acceleration across the primary-second level transition. Dublin City University. School of Chemical Sciences.
Mintzes, J. J., & Wandersee, J. H. (2005). Research in science teaching and learning: A human constructivist view Teaching science for understanding (pp. 59-92): Elsevier.
Nahum, T. L., Hofstein, A., Mamlok-Naaman, R., & Ziva, B.-D. (2004). CAN FINAL EXAMINATIONS AMPLIFY STUDENTS’MISCONCEPTIONS IN CHEMISTRY? Chemistry Education Research and Practice, 5(3), 301-325.
Nooteboom, B. (2006). 14 Forms, sources and processes of trust. Handbook of trust research, 247.
Özdemir, G., & Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 351-361.
Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-159.
Pabuçcu, A., & Geban, Ö. (2012). Students' Conceptual Level of Understanding on Chemical Bonding. International Online Journal of Educational Sciences, 4(3).
Peterson, R. F., Treagust, D. F., & Garnett, P. (1989). Development and application of a diagnostic instrument to evaluate grade‐11 and‐12 students' concepts of covalent bonding and structure following a course of instruction. Journal of research in Science Teaching, 26(4), 301-314.
Segesten, A. D. (2011). Myth, identity, and conflict: A comparative analysis of Romanian and Serbian textbooks: Lexington Books.
Sheehan, M., Childs, P. E., & Hayes, S. (2011a). The chemical misconceptions of preservice science teachers at the University of Limerick: Do they change. IOSTENWE: Contemporary Issues in Science and Technology Education, 1.
Sheehan, M., Childs, P. E., & Hayes, S. (2011b). PRE-SERVICE IRISH SCIENCE TEACHERS’MISCONCEPTIONS OF CHEMISTRY. Paper presented at the ESERA Conference Proceedings.
Sirhan, G. (2007). Learning difficulties in chemistry: An overview.
Sproul, G. (2001). Electronegativity and bond type: Predicting bond type. Journal of Chemical Education, 78(3), 387.
Suat, Ü., Coştu, B., & Alipaşa, A. (2010). Secondary school students’ misconceptions of covalent bonding. Journal of Turkish Science Education, 7(2), 3-29.
Taber, K. S., Tsaparlis, G., & Nakiboğlu, C. (2012). Student conceptions of ionic bonding: Patterns of thinking across three European contexts. International Journal of Science Education, 34(18), 2843-2873.
Taber, K. S., & Watts, M. (2000). Learners’ Explanations for Chemical Phenomena. Chemistry Education Research and Practice, 1(3), 329-353.
Acar Sesen, B., & Ince, E. (2010). Internet as a source of misconception. Turkish Online Journal of Educational Technology-TOJET, 9(4), 94-100.
Awan, A. S., & Khan, T. M. (2013). Investigating Pakistani Students' alternative Ideas regarding the Concept of Chemical Bonding. Bulletin of Education and Research, 35(1), 17-29.
Barker, V. (2000). Beyond appearances: Students’ misconceptions about basic chemical ideas. A report prepared for the Royal Society of Chemistry, 2.
Bergqvist, A. (2017). Teaching and learning of chemical bonding models: Aspects of textbooks, students’ understanding and teachers’ professional knowledge. Karlstads universitet.
Bergqvist, A., Drechsler, M., De Jong, O., & Rundgren, S.-N. C. (2013). Representations of chemical bonding models in school textbooks–help or hindrance for understanding? Chemistry Education Research and Practice, 14(4), 589-606.
Boo, H. K. (2000). Pre-service teachers’ content weaknesses concerning chemical bonds and bonding.
Burr, E., Haas, E., Ferriere, K., & West, E. (2015). Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice. National Center for Education Evaluation and Regional Assistance, US Department of Education, Washington, DC.
Butcher, K. R. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. Journal of educational psychology, 98(1), 182.
Canpolat, N., Pınarbaşı, T., Bayrakçeken, S., & Geban, O. (2006). The conceptual change approach to teaching chemical equilibrium. Research in Science & Technological Education, 24(2), 217-235.
Chi, M. T. (2009). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift International handbook of research on conceptual change (pp. 89-110): Routledge.
Childs, P. E., Hayes, S. M., & O’dwyer, A. (2015). Chemistry and everyday life: Relating secondary school chemistry to the current and future lives of students Relevant chemistry education (pp. 33-54): Brill Sense.
Chudowsky, N., & Pellegrino, J. W. (2003). Large-scale assessments that support learning: What will it take? Theory into practice, 42(1), 75-83.
Coll, R. K. (2008). Chemistry Learners' Preferred Mental Models for Chemical Bonding. Journal of Turkish Science Education (TUSED), 5(1).
Coll, R. K., & Taylor, N. (2001). Alternative conceptions of chemical bonding held by upper secondary and tertiary students. Research in Science & Technological Education, 19(2), 171-191.
Coll, R. K., & Treagust, D. F. (2003). Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 40(5), 464-486.
Collins, P. G., & Avouris, P. (2000). Nanotubes for electronics. Scientific american, 283(6), 62-69.
Constable, E. C., & Housecroft, C. E. (2020). Chemical bonding: The journey from miniature hooks to density functional theory. Molecules, 25(11), 2623.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
De Jong, O., & Taber, K. S. (2007). Teaching and learning the many faces of chemistry. Handbook of research on science education, 631-652.
Dori, Y. J., Rodrigues, S., & Schanze, S. (2013). How to promote chemistry learning through the use of ICT Teaching chemistry–A studybook (pp. 213-240): Brill Sense.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest, 14(1), 4-58.
Fatokun, K. (2016). Instructional misconceptions of prospective chemistry teachers in chemical bonding. International Journal of Science and Technology Education Research, 7(2), 18-24.
Fausto, S., Machado, F. A., Bento, L. F. J., Iamarino, A., Nahas, T. R., & Munger, D. S. (2012). Research blogging: indexing and registering the change in science 2.0. PloS one, 7(12), e50109.
Frailich, M., Kesner, M., & Hofstein, A. (2007). The influence of web‐based Chemistry learning on students' perceptions, attitudes, and achievements. Research in Science & Technological Education, 25(2), 179-197.
Frailich, M., Kesner, M., & Hofstein, A. (2009). Enhancing students' understanding of the concept of chemical bonding by using activities provided on an interactive website. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(3), 289-310.
Galvez, R. (2018). Effectiveness of animated visuals for the teaching of chemical bonding in junior high school chemistry. International Journal of Education and Research, 6(1), 119-128.
Goris, T., & Dyrenfurth, M. (2010). Students’ misconceptions in science, technology, and engineering. Paper presented at the ASEE Illinois/Indiana section conference.
Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology/psychologie canadienne, 58(3), 203.
Griffiths, A. K., & Preston, K. R. (1992). Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules. Journal of research in Science Teaching, 29(6), 611-628.
Halim, A. S., Finkenstaedt-Quinn, S. A., Olsen, L. J., Gere, A. R., & Shultz, G. V. (2018). Identifying and remediating student misconceptions in introductory biology via writing-to-learn assignments and peer review. CBE—Life Sciences Education, 17(2), ar28.
Inel-Ekici, D., & Ekici, M. (2021). Mobile inquiry and inquiry-based science learning in higher education: advantages, challenges, and attitudes. Asia Pacific Education Review, 1-18.
Ionas, I. G., Cernusca, D., & Collier, H. L. (2012). Prior Knowledge Influence on Self-Explanation Effectiveness When Solving Problems: An Exploratory Study in Science Learning. International Journal of Teaching and Learning in Higher Education, 24(3), 349-358.
Kemmis, S., & Wilkinson, M. (1998). Participatory action research and the study of practice. Action research in practice: Partnerships for social justice in education, 1, 21-36.
Kenneth, A.-G. (2020). Pre-service teachers’ conception of an effective science teacher: the case of initial teacher training. Journal of Turkish Science Education, 17(1), 40-61.
Khiyarusoleh, U., Ardiyansyah, A., & Wilujeng, I. (2018). Pocket Book Based on Comic to Improve Conceptual Understanding of Child Sex Abuse (CSA): A Case Study of Elementary School. International Journal of Instruction, 11(4).
Listyarini, R. V. (2021). Implementation of Molecular Visualization Program for Chemistry Learning. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 9(1), 64-75.
Liu, Y., Zhao, G., Ma, G., & Bo, Y. (2014). The effect of mind mapping on teaching and learning: A meta-analysis. Standard Journal of Education and Essay, 2(1), 17-31.
Lloyd, J. K., Braund, M., Crebbin, C., & Phipps, R. (2000). Primary teachers' confidence about and understanding of process skills. Teacher Development, 4(3), 353-370.
McCormack, L. (2009). Cognitive acceleration across the primary-second level transition. Dublin City University. School of Chemical Sciences.
Mintzes, J. J., & Wandersee, J. H. (2005). Research in science teaching and learning: A human constructivist view Teaching science for understanding (pp. 59-92): Elsevier.
Nahum, T. L., Hofstein, A., Mamlok-Naaman, R., & Ziva, B.-D. (2004). CAN FINAL EXAMINATIONS AMPLIFY STUDENTS’MISCONCEPTIONS IN CHEMISTRY? Chemistry Education Research and Practice, 5(3), 301-325.
Nooteboom, B. (2006). 14 Forms, sources and processes of trust. Handbook of trust research, 247.
Özdemir, G., & Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 351-361.
Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-159.
Pabuçcu, A., & Geban, Ö. (2012). Students' Conceptual Level of Understanding on Chemical Bonding. International Online Journal of Educational Sciences, 4(3).
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