Abstract
This paper is a report of an action research which attempts to detect and correct various misconceptions in chemical bonding retained by some pre-service chemistry teachers who were in their third and fourth year in the university. At systematic and elaborate instructional sessions, questioning approach, micro teaching, and structured essay test were employed to detect misconceptions while concept mapping blended with cooperative learning was used to correct the identified misconceptions. 64 pre-service chemistry teachers (which have gone on teaching practice in some Nigerian secondary schools) from a state university participated in the study. Similar chemical concepts were identified by over 90% of the pre-service teachers as topics often being regarded as both difficult to understand by learners and teach by graduate teachers but sources of misconceptions were highlighted in only one major concept among those listed, namely; chemical bonding. The study revealed a high level of varied chemical misconceptions among the pre-service teachers which did not alter significantly through their four years of training. However, during groups’ interaction and with the aid of concept maps, some of the misconceptions were removed as they were enabled to apply their knowledge of concepts and their interrelations, as well as formulate appropriate theoretical explanations for the observed changes they viewed. Key words: Misconceptions, prospective teachers, concept maps, difficult chemical concepts.
Highlights
Many students hold views and ideas which are not consistent with scientific principles and theories
The different types of misconception are categorized as non-scientific beliefs, vernacular misconceptions, factual misconceptions and conceptual misunderstanding
16 out of 64 participants held misconception on how atoms are held together during formation of chemical bonds. 7 of them could not properly define an ionic compound and 10 of them could not sufficiently explain what covalent bond is, 20 of the pre-service teachers lack proper understanding of how a molecule of sodium chloride is represented while more than half of the participants (36) were unable to explain what happens when NaCl is dissolved in water. 27 and 29 of the pre-service teachers held misconceptions on why aqueous HCl conduct electricity and how water molecule is formed respectively. 31 and 35 of them misconstrued why graphite conduct electricity and what metallic bonding is respectively
Summary
Many students hold views and ideas which are not consistent with scientific principles and theories. Studies have shown that students (including those at the tertiary institutions) learn science with many preconceived ideas (Taber, 1997; Fatokun, 2006; Kind, 2009; Horton, 2001) and bring to instruction concepts, ideas and explanations of scientific phenomena that differ from the views held by scientific community. The everyday language of the society often leads students to have views that are different from those of the scientists They tend to build themselves alternative conceptions and non scientific mental models (Ben-Zvi et al, 1986; Taber and Coll, 2002)
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