Alternative Conceptions of Chemical Bonding Held by Upper Secondary and Tertiary Students

By R. Coll, Neil Taylor. 2001

125 citations recorded by the source corpus.

Subfields: Education, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/9f709b2ec4122b9280c498712038d3b780f93691

How researchers see this paper

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In Education

1. B. France
2. I. Taylor
3. R. Coll
4. Burçin Acar
5. L. Tarhan
6. J. Othman
7. A. Chandrasegaran
8. David F. Treagust

In Physical and Theoretical Chemistry

1. B. France
2. I. Taylor
3. R. Coll
4. Burçin Acar
5. L. Tarhan
6. J. Othman
7. A. Chandrasegaran
8. David F. Treagust

Citations in the corpus

• Effects of Cooperative Learning on Students’ Understanding of Metallic Bonding (2008, methodology): “The charged species in metallic lattices are nuclei rather than ions ( Coll and Taylor 2001 ) Metallic lattices contain neutral atoms (Coll and Taylor 2001)”
• Problem-Based Learning in 9th Grade Chemistry Class: ‘Intermolecular Forces’ (2008, background): “In another study, Coll and Taylor (2001) reported that students thought that intermolecular forces are influenced by gravity.”
• MENTAL MODELS IN CHEMISTRY: SENIOR CHEMISTRY STUDENTS MENTAL MODELS OF CHEMICAL BONDING (2002, unknown): “The data from this latter part of the study helped develop an understanding of students use of their mental models and the alternative conceptions students held about their models: the results of these latter data are reported elsewhere (see, Coll, 1999, Coll & Taylor, 2001a,b).”
• An Investigation into the Relationship between Students’ Conceptions of the Particulate Nature of Matter and their Understanding of Chemical Bonding (2008, background): “Studies have reported that a commonly held conception among secondary school students is that continuous covalent or ionic lattices contain molecular species (Coll & Taylor, 2001).”
• Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding (2003, unknown): “We have written in detail elsewhere about the alternative conceptions for the participants in this inquiry ( Coll & Taylor, 2001a, b; Coll & Treagust, 2002).”
• The role of models/and analogies in science education: implications from research (2005, background): “…was evident — senior-level learners were able to describe their mental models of chemical bonding in greater detail than their younger counterparts and were more critical of expressed or teaching mental models (Coll 1999) — many still possessed alternative conceptions (Coll and Taylor 2001).”