Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding

By R. Coll, David F. Treagust. 2003

225 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/36723eba7dcbf82489ceb10720f58440cd5fedd4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Muammer Çalık
2. Eun Jung Park
3. Gregory Light
4. B. France
5. I. Taylor
6. M. Ibrahim
7. L. Yuanita
8. R. Coll

In Education

1. Muammer Çalık
2. Eun Jung Park
3. Gregory Light
4. B. France
5. I. Taylor
6. Alipasa Ayas
7. M. Ibrahim
8. L. Yuanita

In Physical and Theoretical Chemistry

1. Eun Jung Park
2. Gregory Light
3. Muammer Çalık
4. B. France
5. I. Taylor
6. Alipasa Ayas
7. M. Ibrahim
8. L. Yuanita

Citations in the corpus

• STUDENTS’ CONCEPTIONS OF THE PARTICULATE NATURE OF MATTER AT SECONDARY AND TERTIARY LEVEL (2010, background): “For example, cross-age studies by Coll & Treagust (2002a; 2002b; 2003) reported similar misconceptions for students at a beginning and advanced schooling level and revealed little uptake of complex models for chemical bondingat advanced levelsof study, pointing toa need for teachers to justify the”
• Learning Difficulties in Chemistry: An Overview (2007, unknown): “…1992), balancing redox equations and stereochemistry (Zoller, 1990), chemical bonding (Peterson & Treagust, 1989; Taber, 2002; Taber & Coll, 2003; Coll & Treagust, 2003; Özmen, 2004; Ünal et al., 2006), solution chemistry (Ravialo, 2001; Goodwin, 2002; Pınarbaş, & Canpolat, 2003; Çalık et al.,…”
• The role of models/and analogies in science education: implications from research (2005, methodology): “This was applied equally to models for metallic substances (Coll and Treagust 2003b), ionic substances (Coll and Treagust 2003a) or covalently-bonded substances (Coll and Treagust 2002a).”
• Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence (2011, background): “A number of studies in science education have investigated the ways in which students call upon their mental models of scientific phenomena to reason scientifically and answer questions (Coll & Treagust, 2003 ; Gentner & Gentner, 1983 ).”
• An Investigation into the Relationship between Students’ Conceptions of the Particulate Nature of Matter and their Understanding of Chemical Bonding (2008, methodology): “Interviews were also used in many studies investigating students’ conceptions about chemical bonding (e.g. Coll & Treagust, 2003; Taber, 2003).”
• Identifying Atomic Structure as a Threshold Concept: Student mental models and troublesomeness (2009, methodology): “As a way to explore the abstract nature and difficulty in chemistry, Coll and Taylor (2002) and Coll and Treagust (2003a) used mental model theory to analyse student perceptions of chemical bonding.”
• A review of chemical bonding studies: needs, aims, methods of exploring students’ conceptions, general knowledge claims and students’ alternative conceptions (2006, methodology): “It is also reported that such models are very stable (Coll & Treagust, 2001a, 2003), and that one reason they use such models is that they posses reasonable explanatory power.”
• Supporting Students in Learning with Multiple Representation to Improve Student Mental Models on Atomic Structure Concepts. (2015, background): “Cook (2011) further reports that course content, student characteristics, and resource availability affect how teachers use visual representations in science courses.”