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• W2478561611 abstract "Students' understandings of scientific conceptions have been of considerable interest to science education researchers and science teachers in recent years. Accordingly, many scholarly studies have been conducted on the students' understandings and misunderstandings, particularly, those concerned with chemistry. For the present study, the term misconception is used to encompass both alternative responses that arise from formal intervention; such as classroom study, as well as those resulted from the students own interactions with, and observations of their surrounding environment. The main purpose of this study is to investigate the understanding of the Grade-10 students about the concepts and misconception regarding the chemical bonding and types of bonds (covalent, ionic, and metallic). This study focuses on (i) understanding the level of the concepts of chemical bonds and bonding, (ii) gaining some insights into the causes of the misconception, and (iii) investigating the impact of incorporating “guided-inquiry” as an alternative teaching approach in chemistry in secondary schools, and improving the concepts of the students about the chemical bonds and bonding. One hundred forty students (72 females and 68 males) who participated in this study have been drawn randomly from Tenth Grade classes in two public high schools in the Dubai Educational Zone. The data collection is achieved through employing mixed research method, and the data analysis is made possible with SPSS. The findings revealed that a number of alternative conceptions of chemical bonds that were held by Tenth Grade students. The findings also pointed to the effectiveness of using guided inquiry as an alternative approach to the teaching of chemistry at Tenth Grade, particularly with male students. The study argues that the identification of the common misconceptions will greatly help the chemistry teachers to developing reliable instrumental approaches that could minimize the existing misconceptions about the chemical bonds and bonding. The findings necessitate recommendations for policy makers and science teachers in order to improve the understanding of these important concepts. It is obvious that more research studies are needed to document student understanding of such concepts. Furthermore, more application of guided inquiry is indeed important to engage" @default.
• W2478561611 created "2016-08-23" @default.
• W2478561611 creator A5022388033 @default.
• W2478561611 creator A5061429508 @default.
• W2478561611 date "2014-01-01" @default.
• W2478561611 modified "2023-09-27" @default.
• W2478561611 title "IMPACT OF GUIDED INQUIRY ON TENTH GRADERS’ UNDERSTANDING OF CHEMICAL BONDS" @default.
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