ABSTRACT

The learning process of scientific concepts has been investigated and discussed in several studies in recent decades. However, the understanding of this process may be different depending on the psycho-pedagogical approach adopted. From the perspective of the conceptual profile, the same concept can present more than one mode of thinking and way of speaking, which can then be organised into different zones. In this study, we report a conceptual profile of the covalent bond, which contemplates epistemological and ontological commitments. To this end, we conducted a narrative review of the historical development of the concept, as well as a systematic review of the misconceptions of chemical bond reported in the literature, and applied a questionnaire to a higher education class in Chemistry. The results were compiled in the form of a semantic matrix with nineteen meanings, which was then transformed into four zones: indiscriminate connectivity, stabilising attractiveness, localised remnant, and systematic delocalisation. The proposal contributes to the discussion of the approaches that explain the content under study, specifically in the teaching of chemistry, by considering its polysemy and evolution in the students’ learning. Additionally, it allows the future planning of teaching units and textual analyses.

摘要

近几十年来，一些研究对科学概念的学习过程进行了调查和讨论。然而，根据所采用的心理教学方法，对这个过程的理解可能会有所不同。从概念剖面来看，同一个概念可以呈现不止一种思维方式和说话方式，然后可以将其组织到不同的区域中。在这项研究中，我们报告了共价键的概念概况，它考虑了认识论和本体论的承诺。为此，我们对该概念的历史发展进行了叙述性回顾，并对文献中报道的化学键误解进行了系统回顾，并将问卷应用于化学高等教育课程。结果以具有 19 个含义的语义矩阵的形式进行编译，然后将其转换为四个区域：无差别连接、稳定吸引力、局部残余和系统离域。该提案有助于讨论解释所研究内容的方法，特别是在化学教学中，通过考虑其多义性和学生学习中的演变。此外，它还允许未来规划教学单元和文本分析。通过考虑它的多义性和学生学习中的演变。此外，它还允许未来规划教学单元和文本分析。通过考虑它的多义性和学生学习中的演变。此外，它还允许未来规划教学单元和文本分析。