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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Detalles Bibliográficos
Autores: Gonzalez-Felipe, Maria Esther, Aguirre-Perez, Constancio, Cortes-Simarro, José Manuel, Fernandez Cezar, Raquel, Vázquez Moliní, Ana María
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2017
País:México
Institución:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
Repositorio:Revista Electrónica de Investigacion Educativa
Idioma:español
OAI Identifier:oai:ojs.redie.uabc.mx:article/1184
Acceso en línea:https://redie.uabc.mx/redie/article/view/1184
Access Level:acceso abierto
Palabra clave:Textbooks
chemical bond
misconceptions
learning difficulties
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spelling Approach to Chemical Bonding in Spanish TextbooksEstudio del tratamiento del enlace químico en los libros de texto españolesGonzalez-Felipe, Maria EstherAguirre-Perez, ConstancioCortes-Simarro, José ManuelFernandez Cezar, RaquelVázquez Moliní, Ana MaríaTextbookschemical bondmisconceptionslearning difficultiesThis 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.Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo2017-08-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlapplication/pdfapplication/xmlhttps://redie.uabc.mx/redie/article/view/118410.24320/redie.2017.19.3.1184Revista Electrónica de Investigación Educativa; Vol. 19 No. 3 (2017); 60 - 70Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 3 (2017); 60 - 701607-4041reponame:Revista Electrónica de Investigacion Educativainstname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIAinstacron:UABCspahttps://redie.uabc.mx/redie/article/view/1184/1550https://redie.uabc.mx/redie/article/view/1184/1563https://redie.uabc.mx/redie/article/view/1184/1935Derechos de autor 2019 Revista Electrónica de Investigación Educativainfo:eu-repo/semantics/openAccessoai:ojs.redie.uabc.mx:article/11842024-08-22T16:52:57Z
dc.title.none.fl_str_mv Approach to Chemical Bonding in Spanish Textbooks
Estudio del tratamiento del enlace químico en los libros de texto españoles
title Approach to Chemical Bonding in Spanish Textbooks
spellingShingle Approach to Chemical Bonding in Spanish Textbooks
Gonzalez-Felipe, Maria Esther
Textbooks
chemical bond
misconceptions
learning difficulties
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
dc.creator.none.fl_str_mv Gonzalez-Felipe, Maria Esther
Aguirre-Perez, Constancio
Cortes-Simarro, José Manuel
Fernandez Cezar, Raquel
Vázquez Moliní, Ana María
author Gonzalez-Felipe, Maria Esther
author_facet Gonzalez-Felipe, Maria Esther
Aguirre-Perez, Constancio
Cortes-Simarro, José Manuel
Fernandez Cezar, Raquel
Vázquez Moliní, Ana María
author_role author
author2 Aguirre-Perez, Constancio
Cortes-Simarro, José Manuel
Fernandez Cezar, Raquel
Vázquez Moliní, Ana María
author2_role author
author
author
author
dc.subject.none.fl_str_mv Textbooks
chemical bond
misconceptions
learning difficulties
topic Textbooks
chemical bond
misconceptions
learning difficulties
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.
publishDate 2017
dc.date.none.fl_str_mv 2017-08-09
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://redie.uabc.mx/redie/article/view/1184
10.24320/redie.2017.19.3.1184
url https://redie.uabc.mx/redie/article/view/1184
identifier_str_mv 10.24320/redie.2017.19.3.1184
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://redie.uabc.mx/redie/article/view/1184/1550
https://redie.uabc.mx/redie/article/view/1184/1563
https://redie.uabc.mx/redie/article/view/1184/1935
dc.rights.none.fl_str_mv Derechos de autor 2019 Revista Electrónica de Investigación Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2019 Revista Electrónica de Investigación Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
application/pdf
application/xml
dc.publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
dc.source.none.fl_str_mv 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
reponame:Revista Electrónica de Investigacion Educativa
instname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron:UABC
instname_str UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron_str UABC
institution UABC
reponame_str Revista Electrónica de Investigacion Educativa
collection Revista Electrónica de Investigacion Educativa
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.811543

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