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État de publication: Publiée (2011 )
Type de présentation: Conférence
Nom de la rencontre: 2011 NARST Annual International Conference
Lieu: Orlando, États-Unis
URL: https://narst.org/sites/default/files/2019-07/2011_Abstracts.pdf
Résumé: Alternative conceptions are mental constructs that students have of a concept that are different from or inconsistent with the scientific definition. The presence of alternative conceptions on basic concepts can have a negative impact on the learning of more complex models and theories at a higher education level. Some alternative conceptions are particularly stable and still found in students’ explanations even if they are at an advanced level. Molecular geometry is a fundamental topic in postsecondary chemistry education. Correct evaluation of the shape of a molecule is essential to predict its polarity and, in turn, several properties such as reactivity and solubility. A particularly important upstream concept to molecular geometry is the atomic model. Alternative conceptions on the atomic model and the particulate nature of matter might lead to the development of alternative conceptions on molecular geometry. The present study is an exploratory qualitative research designed to generate hypotheses on the nature of conceptions about the atomic model and molecular geometry in postsecondary science students. The theoretical framework for the study, its design and methodology, and results from interviews with eight college students will be discussed in the presentation.
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