A report of undergraduates' bonding misconceptions

By G. Nicoll. 2001

264 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/bd885a6a8980c02d2593f3d262c9ac3659e90c1a

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In Developmental and Educational Psychology

In Education

In Physical and Theoretical Chemistry

Citations in the corpus

A review of chemical bonding studies: needs, aims, methods of exploring students’ conceptions, general knowledge claims and students’ alternative conceptions (2006, methodology): “…for example drawings and open-ended questions in addition to interviews (Boo, 1998; Harrison & Treagust, 2000; Coll & Treagust, 2001a, b; Nicoll, 2001); independent peer review and discussion of analysis for agreement and disagreement (Eshach & Garik, 2001) and confirmation of content…”
Learning Difficulties in Chemistry: An Overview (2007, background): “…are important because further chemistry/science concepts or theories cannot be easily understood if these underpinning concepts are not sufficiently grasped by the student (Zoller, 1990; Nakhleh, 1992; Ayas & Demirbaş, 1997; Coll & Treagust, 2001a; Sirhan / TÜFED-TUSED / 4(2) 2007 3 Nicoll, 2001).”
Investigation of secondary school, undergraduate, and graduate learners' mental models of ionic bonding (2003, background): “Remarkably, there is a notable lack of studies of students’ mental models for advanced chemical bonding models [see, however, Nicoll (2001) ].”
Effects of Cooperative Learning on Students’ Understanding of Metallic Bonding (2008, background): “... 1985; Pedrosa and Dias 2000; Van Driel 2002; Voska and Heikkinen 2000); acids and bases (Bradley and Mosimege 1998; Hand and Treagust 1991; Nakhleh 1992; Nakhleh and Krajcik 1994; Sisovic and Bojovic 2000); electrochemistry (Acar and Tarhan 2006; Garnett and Treagust 1992; Sanger and Greenbowe 1”
Problem-Based Learning in 9th Grade Chemistry Class: ‘Intermolecular Forces’ (2008, background): “can be explained by intermolecular forces ( Nicoll 2001 ).”
MENTAL MODELS IN CHEMISTRY: SENIOR CHEMISTRY STUDENTS MENTAL MODELS OF CHEMICAL BONDING (2002, unknown): “Similarly, alternative conceptions have been reported for covalently bonded substances with, for example, some students believing that the number of valence electrons and number of covalent bonds are one and the same and others confusing resonance forms with molecular structures, or believing that c”
A Review of Solution Chemistry Studies: Insights into Students’ Conceptions (2005, background): “These labels are attached when students’ conceptions are different from the scientific ideas and explanations (Nakhleh, 1992; Taber, 2000; Nicoll, 2001; Ayas et al., 2002).”
The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, unknown): “Students’ AC in science are well documented (Bodner, 1991; Cakmakci, 2009; Çalýk, Ayas, & Ebenezer, 2005; Cokelez, 2010; Nakhleh, 1992; Nicoll, 2001; Othman, Treagust, & Chandrasegaran, 2008; Peterson, & Treagust, 1989).”