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This article was originally published as:

Croft, M. & de Berg, K. C. (2014). From common sense concepts to scientifically conditioned concepts of chemical bonding: An historical and textbook approach designed to address learning and teaching issues at the secondary school level. Science and Education, 23(9), 1733-1761. doi:10.1007/s11191-014-9683-0

ISSN: 0926-7220


039999 Chemical Sciences not elsewhere classified| 130212 Science, Technology and Engineering Curriculum and Pedagogy| 220206 History and Philosophy of Science (incl. Non-historical Philosophy of Science)

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This paper selects six key alternative conceptions identified in the literature on student understandings of chemical bonding and illustrates how a historical analysis and a textbook analysis can inform these conceptions and lead to recommendations for improving the teaching and learning of chemical bonding at the secondary school level. The historical analysis and the textbook analysis focus on the concepts of charge, octet, electron pair, ionic, covalent and metallic bonding. Finally, a table of recommendations is made for teacher and student in the light of four fundamental questions and the six alternative conceptions to enhance the quality of the curriculum resources available and the level of student engagement.


Used by permission: Springer and the authors.

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