Published August 9, 2022 | Version v1
Journal article Open

Rectifying misconceptions on covalent bonding using cooperative learning, concrete models, and computer simulation: A case study

Creators

  • 1. Drukjegang Higher Secondary School
  • 2. Daga Central School, Dagana, Bhutan

Description

The covalent bonding concept is perceived by students as abstract to comprehend and thus leads to the development of misconceptions. The inappropriate preconception on the subject is one of the contributing factors that lead to the development of misconceptions among the students. To this end, identifying and remediating learners’ misconceptions is vital for every individual teacher in order to cultivate sound scientific knowledge in their learners. This study aimed to explore two aspects: first, the misconceptions of the grade-ninth students on the covalent bonding concept. Second, the effectiveness of cooperative learning based on conceptual change instruction, the use of concrete models, and computer simulation in remediating those misconceptions. The study adopted a quantitative method. The sample comprised 20 students (n=20) studying in the ninth grade of Drukjegang Higher Secondary School in Bhutan. The misconceptions of the students were identified using two-tier diagnostic tests. The study revealed that students’ common misconceptions related to covalent bonding are concentrated under five themes: the kinds of atoms that form covalent bonding, how covalent bonding is formed, the kinds of covalent bonding, the characteristics of covalent compounds, and the Lewis dot structure and the octet rule. The data collected from the pre-test and post-test were analysed and compared to determine the effectiveness of the intervention strategies. The misconceptions of students in post-test have significantly reduced after the intervention was implemented. The study suggests the use of cooperative learning, concrete models, and computer simulation as an effective remediating means of delivering the concept of covalent bonding among the students. Implications of the findings are also discussed.The covalent bonding concept is perceived by students as abstract to comprehend and thus leads to the development of misconceptions. The inappropriate preconception on the subject is one of the contributing factors that lead to the development of misconceptions among the students. To this end, identifying and remediating learners’ misconceptions is vital for every individual teacher in order to cultivate sound scientific knowledge in their learners. This study aimed to explore two aspects: first, the misconceptions of the grade-ninth students on the covalent bonding concept. Second, the effectiveness of cooperative learning based on conceptual change instruction, the use of concrete models, and computer simulation in remediating those misconceptions. The study adopted a quantitative method. The sample comprised 20 students (n=20) studying in the ninth grade of Drukjegang Higher Secondary School in Bhutan. The misconceptions of the students were identified using two-tier diagnostic tests. The study revealed that students’ common misconceptions related to covalent bonding are concentrated under five themes: the kinds of atoms that form covalent bonding, how covalent bonding is formed, the kinds of covalent bonding, the characteristics of covalent compounds, and the Lewis dot structure and the octet rule. The data collected from the pre-test and post-test were analysed and compared to determine the effectiveness of the intervention strategies. The misconceptions of students in post-test have significantly reduced after the intervention was implemented. The study suggests the use of cooperative learning, concrete models, and computer simulation as an effective remediating means of delivering the concept of covalent bonding among the students. Implications of the findings are also discussed.

Files

Files (1.8 MB)

Name Size Download all
md5:efda7050e48858c3e9cecf1837fb3e17
1.8 MB Download

Additional details

References

  • Ardiansah. (2018). Colleges students' misconception about the type of bonding. MATEC Web of Conferences, 150, 1-7. https://doi.org/10.1051/matecconf/201815005079
  • Bhattacherjee, A. (2012). Social Science Research: Principles, Methods, and Practices. University of South Florida. http://scholarcommons.usf.edu/oa_textbooks/3
  • Butts, B., and Smith, R. (1987). HSC Chemistry students' understanding of the structure and properties of molecular and ionic compounds. Research in Science Education 17: 192-201.
  • Chophel, Y. (2022). Remediating misconceptions related to particulate nature of matter using video animation: An action research. International Research Journal of Science, Technology, Education, and Management, 2(1), 65-77. https://doi.org/10.5281/zenodo.649677
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge
  • Coll, R.K. & Taylor, N. (2010). Research in Science & Technological Education Alternative Conceptions of Chemical Bonding Held by Upper Secondary and Tertiary Students. August 2014, 37-41. https://doi.org/10.1080/02635140120057713
  • Eymur, G. & Geban, O. (2016). The collaboration of cooperative learning and conceptual change: Enhancing the students' understanding of chemical bonding concepts. Ministry of Science and Technology, Taiwan. https://doi.org/10.1007/s10763-016-9716-z
  • Fadillah, A. & Salirawati, D. (2018). Analysis of misconceptions of chemical bonding among tenth-grade senior high school students using a two-tier test. AIP Conference Proceedings, 2021(October 2018). https://doi.org/10.1063/1.5062821
  • Nahum, T.L., Naaman, R.M., Hofstein, A., & Taber, K.S. (2010). Studies in Science education teaching and learning the concept of chemical bonding. April 2013, 37-41. https://doi.org/10.1080/03057267.2010.504548
  • Nicoll, G. (2001). A report of undergraduates' bonds misconceptions. International Journal of Science Education 23: 707-730.
  • Ozmen, H. (2004). Some student misconceptions in Chemistry: Journal of Science Education and Technology, 13(2).
  • Pabuccu, A. & Geban, O. (2012). Students ' conceptual level of understanding of chemical bonding. International Online Journal of Educational Sciences, 4(3), 563-580.
  • Peterson, R., Treagust, D.F., & Garnett, P. (1989). Development and application of a diagnostic instrument to evaluate grade-11and -12 students' concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching 26: 301-314.
  • Peterson, R., Treagust, D.F, & Garnett, P. (1986). Identification of secondary students' misconceptions of covalent bonding and structure concepts using a diagnostic instrument. Research in Science Education, 16(1), 40-48. https://doi.org/10.1007/BF02356816
  • Prodjosantoso, A.K., Hertina, A.M., & Irwanto. (2019). The misconception diagnosis of ionic and covalent bonds concepts with three tiers diagnostic test. International Journal of Instruction, 12(1), 1477-1488. https://doi.org/10.29333/iji.2019.12194
  • Random. Org. (2021). True random number generator. https://www.random.org/
  • Royal Education Council. (2012). Science Curriculum Framework: Classes PP - XII. Royal Government of Bhutan.
  • Teichert, M.A., & Stacy, A.M. (2002). Promoting the understanding of chemical bonding and spontaneity through student explanation and integration of ideas. Journal of Research in Science Teaching, 39(6), 464-496. https://doi.org/10.1002/tea.10033
  • Unal, S., Costu, B., & Ayas, A. (2010). Secondary school students' misconceptions of covalent bonding. Journal of Turkish Science Education, 7(2). http://www.tused.org