Authors :
Kwarteng, T. A; Hanson, R; Nartey, E; Sam, A; Quayson, C
Volume/Issue :
Volume 6 - 2021, Issue 12 - December
Google Scholar :
http://bitly.ws/gu88
Scribd :
https://bit.ly/3DYbxqI
Abstract :
The study assessed the alternative conceptions
that first-year teacher trainees have about intermolecular
forces. Descriptive research design was adopted to
examine the current situation as it exist. The sample
involved 82 first-year chemistry major teacher trainees in
the University of Education, Winneba. Purposively
sampling technique was used to select students for the
study. This is because most of them performed poorly in a
pre-assessment test organised for them. Test was the main
instrument for data collection. Simple percentages was
used to analyse the data. The results indicated that 26%
and 37% of the teacher trainees had alternative
conceptions on Ion –dipole interaction and London
dispersion forces, respectively. Also, more than 50% of the
teacher trainees demonstrated alternative conceptions on
hydrogen bonding. Some alternative conceptions identified
in this study included: interactions between oppositely
charged species give ionic bonds, London dispersion force
occurs within a single molecule rather than between
molecules, Covalent –ionic interaction is the major
intermolecular force that exists in different I2 molecules,
and the perception that any molecule which contains ‘O’
and ‘H’ forms hydrogen bonding irrespective of their
position in the molecule (especially with organic structures
used in the study). Another was that Hydrogen bonding
only exists between ‘O’ and ‘H’ but not between N-H and
F-H. It is recommended that science educators should
develop appropriate interventions to improve students
learning in intermolecular forces
Keywords :
Intermolecular Forces, Alternative Conceptions, Hydrogen Bonding, London Dispersion Forces.
The study assessed the alternative conceptions
that first-year teacher trainees have about intermolecular
forces. Descriptive research design was adopted to
examine the current situation as it exist. The sample
involved 82 first-year chemistry major teacher trainees in
the University of Education, Winneba. Purposively
sampling technique was used to select students for the
study. This is because most of them performed poorly in a
pre-assessment test organised for them. Test was the main
instrument for data collection. Simple percentages was
used to analyse the data. The results indicated that 26%
and 37% of the teacher trainees had alternative
conceptions on Ion –dipole interaction and London
dispersion forces, respectively. Also, more than 50% of the
teacher trainees demonstrated alternative conceptions on
hydrogen bonding. Some alternative conceptions identified
in this study included: interactions between oppositely
charged species give ionic bonds, London dispersion force
occurs within a single molecule rather than between
molecules, Covalent –ionic interaction is the major
intermolecular force that exists in different I2 molecules,
and the perception that any molecule which contains ‘O’
and ‘H’ forms hydrogen bonding irrespective of their
position in the molecule (especially with organic structures
used in the study). Another was that Hydrogen bonding
only exists between ‘O’ and ‘H’ but not between N-H and
F-H. It is recommended that science educators should
develop appropriate interventions to improve students
learning in intermolecular forces
Keywords :
Intermolecular Forces, Alternative Conceptions, Hydrogen Bonding, London Dispersion Forces.
