Following the Development of the Bonding Concept Using Knowledge Space Theory
Mare Taagepera, Ramesh D. Arasasingham, Frank Potter, Arash Soroudi, Giang Lam · Journal of Chemical Education · 2002
Students are introduced to the bonding concept in high school chemistry; the concept is reintroduced in general chemistry and again in organic chemistry. How does the student's level of understanding develop through the numerous chemistry courses? The bonding concept contains some of the characteristics of difficult concepts: it involves a theoretical model requiring that students interpret observations that cannot be experienced directly, and it assumes that students can make logical inferences. From the results of 2395 tests from 993 students in general and organic chemistry we analyzed the simple percentage of correct answers and the most often occurring incorrect answers. The connectivity of these responses, or the students' cognitive organization of the material, was followed by the use of knowledge space theory (KST). Electron density distribution was the organizing theme. This research indicates that not only do we need more time for making the connections, we also need more time to teach the factual material of a fundamental aspect of chemistry—bonding. The students' knowledge is superficial and does not seem to be transferable. The KST analysis itself can be used as a remedy, since it helps us to assess the flaws in the students' cognitive organization of information. This enables us to teach with greater insight, which includes going back to the basic principles of bonding with special emphasis on visualizing molecular phenomena at the microscopic level.