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Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14150
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dc.contributor.authorTan, Kim Chwee Daniel-
dc.contributor.authorTreagust, David F.-
dc.date.accessioned2013-10-03T06:42:27Z-
dc.date.available2013-10-03T06:42:27Z-
dc.date.issued1999-09-
dc.identifier.citationTan, D. K. C., & Treagust, D. F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81(294), 75-84.-
dc.identifier.issn0036-6811-
dc.identifier.urihttp://hdl.handle.net/10497/14150-
dc.description.abstractProblems students encounter with understanding the abstract concept of chemical bonding, as revealed in previous research, are outlined. The development of a two-tier multiple-choice diagnostic instrument for assessing alternative conceptions about chemical bonding held by 14–16 year-olds is described. The instrument was administered to 119 chemistry students and the results analysed. The common alternative conceptions they were found to hold are listed and discussed. It was found that this instrument provided an easy-to-administer tool, providing results in a readily accessible form.-
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.titleEvaluating students’ understanding of chemical bondingen
dc.typeArticleen
local.message.claim2021-12-22T11:50:10.244+0800|||rp00049|||submit_approve|||dc_contributor_author|||None*
item.openairetypeArticle-
item.cerifentitytypePublications-
item.languageiso639-1en-
item.fulltextWith file-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextOpen-
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