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The influence of textbooks on teachers’ knowledge of chemical bonding representations relative to students’ difficulties understanding
Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences. (SMEER)
Karlstad University, Faculty of Technology and Science, Department of Chemistry and Biomedical Sciences. (SMEER)
2017 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 35, no 2, 215-237 p.Article in journal (Refereed) Published
Abstract [en]

Background: Textbooks are integral tools for teachers’ lessons. Several researchers observed that school teachers rely heavily on textbooks as informational sources when planning lessons. Moreover, textbooks are an important resource for developing students’knowledge as they contain various representations that in uence students’ learning. However, several studies report that students have di culties understanding models in general, and chemical bonding models in particular, and that students’ di culties understanding chemical bonding are partly due to the way it is taught by teachers and presented in textbooks.

Purpose: This article aims to delineate the in uence of textbooks on teachers’ selection and use of representations when teaching chemical bonding models and to show how this might cause students’ di culties understanding.

Sample: Ten chemistry teachers from seven upper secondary schools located in Central Sweden volunteered to participate in this study. Design and methods: Data from multiple sources were collected and analysed, including interviews with the 10 upper secondary school teachers, the teachers’ lesson plans, and the contents of the textbooks used by the teachers.

Results: The results revealed strong coherence between how chemical bonding models are presented in textbooks and by teachers, and thus depict that textbooks in uence teachers’ selection and use of representations for their lessons. As discussed in the literature review, several of the selected representations were associated with alternative conceptions of, and di culties understanding, chemical bonding among students.

Conclusions: The study highlights the need for lling the gap between research and teaching practices, focusing particularly on how representations of chemical bonding can lead to students’ di culties understanding. The gap may be lled by developing teachers’ pedagogical content knowledge regarding chemical bonding and scienti c models in general. 

Place, publisher, year, edition, pages
2017. Vol. 35, no 2, 215-237 p.
National Category
Other Natural Sciences Chemical Sciences
Research subject
Chemistry
Identifiers
URN: urn:nbn:se:kau:diva-48498OAI: oai:DiVA.org:kau-48498DiVA: diva2:1093417
Available from: 2017-05-05 Created: 2017-05-05 Last updated: 2017-05-05
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CiteExportLink to record
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Citation style
  • apa
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