Approach to Chemical Bonding in Spanish Textbooks
This work presents an analysis of the approach taken by secondary education textbooks in Spain to the concept of chemical bonding. A comparative case study was performed on three of the most widely used publishers, for which a rubric was devised with six categories: content sequencing, cause of bond...
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REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2017
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repositorioinstitucional-20.500.12930-62472023-05-09T15:05:08Z Approach to Chemical Bonding in Spanish Textbooks Estudio del tratamiento del enlace químico en los libros de texto españoles Gonzalez-Felipe, Maria Esther Aguirre-Perez, Constancio Cortes-Simarro, José Manuel Fernandez Cezar, Raquel Vázquez Moliní, Ana María Textbooks chemical bond misconceptions learning difficulties This work presents an analysis of the approach taken by secondary education textbooks in Spain to the concept of chemical bonding. A comparative case study was performed on three of the most widely used publishers, for which a rubric was devised with six categories: content sequencing, cause of bond formation, terminology used, substance classification based on type of bond, chemical bonding models and the study of intermolecular forces. The conclusion is that there are no differences between publishers in four of the six aspects, but differences do exist in the terminology used and the approach to intermolecular forces. Teachers are advised to make use of the rubric to analyze textbooks’ approach to chemical bonding and decide which to use in their classes. En este trabajo se presenta un análisis del tratamiento del concepto de enlace químico en los libros de texto de Educación Secundaria en España. Se ha realizado un estudio de caso comparativo de tres de las editoriales más utilizadas con mayor frecuencia, para ello se elaboró una rúbrica con seis categorías: secuenciación de los contenidos, causa de la formación del enlace, terminología utilizada, clasificación de las sustancias según tipo de enlace, modelos de enlace y estudio de las fuerzas intermoleculares. Se concluye que entre las editoriales no hay diferencias en cuatro de los seis puntos, pero sí en: terminología empleada y el tratamiento de las fuerzas intermoleculares. Se aconseja al profesorado hacer uso de la rúbrica diseñada para analizar el tratamiento del enlace químico en los libros de texto y decidir cuál utilizar en sus clases. 2017-08-09 2021-06-03T03:08:24Z 2021-06-03T03:08:24Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/1184 10.24320/redie.2017.19.3.1184 https://hdl.handle.net/20.500.12930/6247 spa https://redie.uabc.mx/index.php/redie/article/view/1184/1550 https://redie.uabc.mx/index.php/redie/article/view/1184/1563 https://redie.uabc.mx/index.php/redie/article/view/1184/1935 Derechos de autor 2019 Revista Electrónica de Investigación Educativa text/html application/pdf application/xml REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 19 No. 3 (2017); 60 - 70 Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 3 (2017); 60 - 70 1607-4041 |
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Textbooks chemical bond misconceptions learning difficulties |
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Textbooks chemical bond misconceptions learning difficulties Gonzalez-Felipe, Maria Esther Aguirre-Perez, Constancio Cortes-Simarro, José Manuel Fernandez Cezar, Raquel Vázquez Moliní, Ana María Approach to Chemical Bonding in Spanish Textbooks |
description |
This work presents an analysis of the approach taken by secondary education textbooks in Spain to the concept of chemical bonding. A comparative case study was performed on three of the most widely used publishers, for which a rubric was devised with six categories: content sequencing, cause of bond formation, terminology used, substance classification based on type of bond, chemical bonding models and the study of intermolecular forces. The conclusion is that there are no differences between publishers in four of the six aspects, but differences do exist in the terminology used and the approach to intermolecular forces. Teachers are advised to make use of the rubric to analyze textbooks’ approach to chemical bonding and decide which to use in their classes. |
format |
info:eu-repo/semantics/article |
author |
Gonzalez-Felipe, Maria Esther Aguirre-Perez, Constancio Cortes-Simarro, José Manuel Fernandez Cezar, Raquel Vázquez Moliní, Ana María |
author_facet |
Gonzalez-Felipe, Maria Esther Aguirre-Perez, Constancio Cortes-Simarro, José Manuel Fernandez Cezar, Raquel Vázquez Moliní, Ana María |
author_sort |
Gonzalez-Felipe, Maria Esther |
title |
Approach to Chemical Bonding in Spanish Textbooks |
title_short |
Approach to Chemical Bonding in Spanish Textbooks |
title_full |
Approach to Chemical Bonding in Spanish Textbooks |
title_fullStr |
Approach to Chemical Bonding in Spanish Textbooks |
title_full_unstemmed |
Approach to Chemical Bonding in Spanish Textbooks |
title_sort |
approach to chemical bonding in spanish textbooks |
publisher |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). |
publishDate |
2017 |
url |
https://redie.uabc.mx/index.php/redie/article/view/1184 |
_version_ |
1792610194539151360 |