Rectifying misconceptions on covalent bonding using cooperative learning, concrete models, and computer simulation: A case study
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, ident...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Northern Negros State College of Science and Technology (NONESCOST)
2022-08-01
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| Series: | International Research Journal of Science, Technology, Education, and Management |
| Subjects: | |
| Online Access: | https://irjstem.com/wp-content/uploads/2022/08/IRJSTEM-Volume2_No2_Paper1.pdf |
| _version_ | 1798035910524141568 |
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| author | Phuntsho Dorji Yonten Chophel |
| author_facet | Phuntsho Dorji Yonten Chophel |
| author_sort | Phuntsho Dorji |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-04-11T21:04:54Z |
| format | Article |
| id | doaj.art-6a769e8f60074289925bf8c25312061f |
| institution | Directory Open Access Journal |
| issn | 2799-063X 2799-0648 |
| language | English |
| last_indexed | 2024-04-11T21:04:54Z |
| publishDate | 2022-08-01 |
| publisher | Northern Negros State College of Science and Technology (NONESCOST) |
| record_format | Article |
| series | International Research Journal of Science, Technology, Education, and Management |
| spelling | doaj.art-6a769e8f60074289925bf8c25312061f2022-12-22T04:03:23ZengNorthern Negros State College of Science and Technology (NONESCOST)International Research Journal of Science, Technology, Education, and Management2799-063X2799-06482022-08-012211010.5281/zenodo.6975643Rectifying misconceptions on covalent bonding using cooperative learning, concrete models, and computer simulation: A case studyPhuntsho Dorji0Yonten Chophel1Drukjegang Higher Secondary School, BhutanDaga Central School, Dagana, BhutanThe 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.https://irjstem.com/wp-content/uploads/2022/08/IRJSTEM-Volume2_No2_Paper1.pdfcomputer simulationconcrete modelscooperative learningcovalent bondingtwo-tier diagnostic tests |
| spellingShingle | Phuntsho Dorji Yonten Chophel Rectifying misconceptions on covalent bonding using cooperative learning, concrete models, and computer simulation: A case study International Research Journal of Science, Technology, Education, and Management computer simulation concrete models cooperative learning covalent bonding two-tier diagnostic tests |
| title | Rectifying misconceptions on covalent bonding using cooperative learning, concrete models, and computer simulation: A case study |
| title_full | Rectifying misconceptions on covalent bonding using cooperative learning, concrete models, and computer simulation: A case study |
| title_fullStr | Rectifying misconceptions on covalent bonding using cooperative learning, concrete models, and computer simulation: A case study |
| title_full_unstemmed | Rectifying misconceptions on covalent bonding using cooperative learning, concrete models, and computer simulation: A case study |
| title_short | Rectifying misconceptions on covalent bonding using cooperative learning, concrete models, and computer simulation: A case study |
| title_sort | rectifying misconceptions on covalent bonding using cooperative learning concrete models and computer simulation a case study |
| topic | computer simulation concrete models cooperative learning covalent bonding two-tier diagnostic tests |
| url | https://irjstem.com/wp-content/uploads/2022/08/IRJSTEM-Volume2_No2_Paper1.pdf |
| work_keys_str_mv | AT phuntshodorji rectifyingmisconceptionsoncovalentbondingusingcooperativelearningconcretemodelsandcomputersimulationacasestudy AT yontenchophel rectifyingmisconceptionsoncovalentbondingusingcooperativelearningconcretemodelsandcomputersimulationacasestudy |