Determination of comprehension levels of prospective chemistry teachers related to covalent bonding by using concept cartoons strategy

Article type: Research Article

Authors: Şen, Şenol^{a; *} | Temel, Senar^a | Özcan, Özgür^b

Affiliations: [a] Faculty of Education, Department of Chemistry Education, Hacettepe University, Ankara, Turkey | [b] Faculty of Education, Department of Physics Education, Hacettepe University, Ankara, Turkey

Correspondence: [*] Corresponding author: Şenol Şen, Assoc. Prof. Dr., Faculty of Education, Department of Chemistry Education, Hacettepe University, Ankara, Turkey. Tel.: +90 312 297 86 01; Fax: +90 312 297 86 00; E-mail: [email protected]; ORCID: 0000-0003-3831-3953.

Abstract: This study aims to identify prospective chemistry teachers’ difficulties in comprehension of the subject of polar and nonpolar covalent bonding. In addition to that, attempts were also made to determine how they interpreted the nature of force in covalent bonding. The study was conducted in a qualitative research method. Three different concept cartoons were used for data collection. 15 prospective chemistry teachers were included in the study. All of the participants were chosen through a purposeful sampling method. The data collected were put to content analysis, consistent with the nature of qualitative research studies. Following the analyses, the prospective chemistry teachers’ levels of comprehension of the subject were revealed and the issue was discussed.

Keywords: Concept cartoons, constructive learning theory, covalent bonding, nonpolar covalent bonding, polar covalent bonding

DOI: 10.3233/MGC-220140

Journal: Main Group Chemistry, vol. 22, no. 3, pp. 439-451, 2023