Volume 19, Issue 4, March 2017, Pages 800–805
Asmae Bouayad1, Fatiha Kaddari2, and Abdelrhani Elachqar3
1 Laboratory of Didactics, Pedagogy and Curricular Innovation, Faculty of Sciences Dhar El Mahraz Fés, University Sidi Mohamed Ben Abdellah, Morocco
2 Laboratory of Didactics, Pedagogy and Curricular Innovation, Faculty of Sciences Dhar El Mahraz Fés, University Sidi Mohamed Ben Abdellah, Morocco
3 Laboratory of Didactics, Pedagogy and Curricular Innovation, Faculty of Sciences Dhar El Mahraz Fés, University Sidi Mohamed Ben Abdellah, Morocco
Original language: French
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Education sciences research Works are unanimous on the fundamental role of conceptions to organize and facilitate a learning situation of a scientific concept. The objective of this work is to detect the conceptual universe of students, at the end of license cycle, relatively to chemical bond concept and its associated concepts like valence and octet rule and to compare the students’ responses at the beginning and end of this cycle. The purpose is to see, after intense courses on those concepts, what are the definitions and models appropriated by students and how they design it. To do this, we asked 50 students, subjects of our study, to express their definitions of the chemical bond, valence and octet rule. The data analysis has shown that there is still confusion and amalgams about this concept and its associated concepts.
Author Keywords: education sciences, chemical bonding, valence, octet rule, design.
Asmae Bouayad1, Fatiha Kaddari2, and Abdelrhani Elachqar3
1 Laboratory of Didactics, Pedagogy and Curricular Innovation, Faculty of Sciences Dhar El Mahraz Fés, University Sidi Mohamed Ben Abdellah, Morocco
2 Laboratory of Didactics, Pedagogy and Curricular Innovation, Faculty of Sciences Dhar El Mahraz Fés, University Sidi Mohamed Ben Abdellah, Morocco
3 Laboratory of Didactics, Pedagogy and Curricular Innovation, Faculty of Sciences Dhar El Mahraz Fés, University Sidi Mohamed Ben Abdellah, Morocco
Original language: French
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Education sciences research Works are unanimous on the fundamental role of conceptions to organize and facilitate a learning situation of a scientific concept. The objective of this work is to detect the conceptual universe of students, at the end of license cycle, relatively to chemical bond concept and its associated concepts like valence and octet rule and to compare the students’ responses at the beginning and end of this cycle. The purpose is to see, after intense courses on those concepts, what are the definitions and models appropriated by students and how they design it. To do this, we asked 50 students, subjects of our study, to express their definitions of the chemical bond, valence and octet rule. The data analysis has shown that there is still confusion and amalgams about this concept and its associated concepts.
Author Keywords: education sciences, chemical bonding, valence, octet rule, design.
Abstract: (french)
Les travaux de recherches en didactique des sciences sont unanimes sur le rôle fondamental des conceptions pour organiser et animer une situation d’apprentissage d’un concept scientifique. L’objectif de ce travail est de détecter l’univers conceptuel des étudiants en fin du cycle de la licence relativement au concept de la liaison chimique et des concepts qui lui sont associés (valence et règle de l’octet) et de comparer les réponses des étudiants au début et en fin du cycle licence (S6). La finalité est de voir, après un enseignement sur les fondements de la liaison chimique, quels sont les définitions et les modèles retenus et comment les étudiants les conçoivent ils ? Pour cela, nous avons demandé à un échantillon de 50 étudiants en fin du cursus universitaire S6 de la filière Sciences de la Matière Chimie (SMC) (troisième année universitaire) d’exprimer leurs définitions du concept liaison chimique, valence et règle de l’octet et ceci deux mois après un enseignement sur ces notions. L’analyse des données obtenues a permis de constater qu’il y a toujours des confusions et amalgames à propos de ce concept et des concepts qui lui sont associés.
Author Keywords: didactique de la chimie, liaison chimique, valence, règle de l’octet, conception.
How to Cite this Article
Asmae Bouayad, Fatiha Kaddari, and Abdelrhani Elachqar, “Evolution des Conceptions des étudiants en cycle Licence: Cas de la Liaison chimique,” International Journal of Innovation and Applied Studies, vol. 19, no. 4, pp. 800–805, March 2017.
