Dominique Costa, M. Gabriela T. C. Ribeiro, Aquiles A. Barros, Promoting students learning about covalent bonding a case study in grade 10, 3rd International Conference on Hands-on Science, Braga, 2006, Proceedings,53.
2006-09-07

Autores:
Dominique Costa
M. Gabriela T. C. Ribeiro
Aquiles A. Barros

Instituições:
REQUIMTE, Departamento de Química e Bioquímica da Faculdade de Ciências da Universidade do Porto

Resumo:
This study investigated how eleven students, aged 15 -16 years old, grade 10, developed understanding of covalent bonding, when a methodology of ‘global project’ was used. Mind maps were also used. The study was developed in four stages. The objective of the first stage was to identify students’ initial conceptions - students answered to diagnostic questions and constructed a “mind map” about the theme. The aim of the second stage was to help students to overcome their difficulties – students, working in groups, corrected their answers consulting and analyzing bibliography suggested by the teacher. Each group presented their work to their colleagues and teacher and the discussion about their work helped students to improve their ideas. In the third stage students learned about new ideas using the methodology used in second stage (analyzing bibliography to answer to questions about the theme). The initial mind map was then changed to include new ideas and knowledge acquired. In fourth stage, three months later, students answered to a group of questions to assess their knowledge. Results indicate that this instruction leads to enhanced conceptual development. For most of the students there was a conceptual development in several contents: chemical bonding, covalent bonding, bond parameters, molecular structure, geometry and polarity of molecules. The methodology used identifies students’ initial conceptions, involves students in autonomous work to learn about new ideas, improves their knowledge and brings class discussion to the center of class work. Confrontation of initial mind maps with final ones showed that students understanding of covalent bonding improved substantially. Students felt strongly that working in groups, debating their ideas and constructing mind maps helped them to understand and to organize new ideas

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