296767648-jurnal-kimia.txt - Developing a New Teaching...

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Developing a New Teaching Approach for the Chemical Bonding Concept Aligned With Current Scientific and Pedagogical Knowledge TAMI LEVY NAHUM, RACHEL MAMLOK-NAAMAN, AVI HOFSTEIN Department of Science Teaching, The Weizmann Institute of Science, Rehovot 76100, Israel JOSEPH KRAJCIK School of Education, The University of Michigan, Ann Arbor, MI 48109, USA Received 16 July 2006; revised 11 December 2006, 22 December 2006; accepted 22 December 2006 DOI 10.1002/sce.20201 Published online 30 January 2007 in Wiley InterScience (). ABSTRACT: The traditional pedagogical approach for teaching chemical bonding is often overly simplistic and not aligned with the most up-to-date scientific models. As a result, high-school students around the world lack fundamental understanding of chemical bonding. In order to improve students’ understanding of this concept, it was essential to propose a systemic treatment, namely, revising the scientific content, the pedagogical approach, and the assessment methods regarding this concept. Therefore, the main goal of this study was to build a conceptual framework that provides an advanced scientific and pedagogical foundation regarding the chemical bonding concept—one that will guide chemistry curriculum developers as well. A conceptual framework for a new teaching approach was constructed with lead-chemistry teachers, science (chemistry) educators, and research chemists. We suggest that chemical bonding should be taught based on elemental principles and by using the idea of a continuum of bond strengths. Our process includes the formulation of learning goals aligned with current scientific knowledge. Moreover, we suggest that constructing assessment tasks on carefully specified learning goals, which are described in terms of learning performances, may enable educators to foster and examine much deeper levels of C 2007 Wiley Periodicals, Inc. Sci Ed 91:579 – 603, 2007 students’ understanding. # Correspondence to: Tami Levy Nahum; e-mail: [email protected] Joseph Krajcik collaborated on this work while on sabbatical at the Department of Science Teaching, The Weizmann Institute of Science as the Weston visiting professor. # C 2007 Wiley Periodicals, Inc.
580 LEVY NAHUM ET AL. INTRODUCTION: A PROBLEMATIC CONCEPT AREA One of the goals of the chemistry-teaching community is to develop more effective and scientifically aligned strategies to teach high-school students the key concept of chemical bonding. According to Teichert and Stacy (2002), this attempt is motivated by many studies conducted worldwide that revealed that the traditional approach of teaching bonding is problematic. More specifically, during the last two decades, researchers have found that students lack a deep conceptual understanding of the key concepts regarding the bonding concept and fail to integrate their mental models into a coherent conceptual framework (Bodner & Domin, 1998; Griffiths & Preston 1992; Herron, 1996; Peterson & Treagust, 1989; Taber 2001).

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