Epistemological conceptions of chemical bonding in the professional practice of chemistry teachers
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DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2025.v22.i3.3602Info
Authors
- Ricardo Aponte-Buitrago (CO) Departamento de Biología. Universidad Pedagógica Nacional https://orcid.org/0000-0003-2736-259X
- Fredy Garay Garay (CO) Facultad de Educación. Universidad de Antioquia https://orcid.org/0000-0001-7158-0784
Abstract
The epistemological analysis of the chemical concepts grounded in the foundations of the philosophy of chemistry leads to a transformation in teaching practices and highlights the need to rethink chemistry education. However, there is limited research on the epistemological conceptions held by chemistry teachers regarding chemical concepts, as well as on the teaching and technological resources they use to explain these concepts. This paper aims to present the conceptions of chemical bonding held by in-service teachers pursuing postgraduate studies during their professional practice. Data were collected through two open-ended surveys. The findings revealed a predominant reliance on the mathematical interpretation of electronegativity differences (Δχ) to explain this concept, alongside the use of anthropomorphic references and simplified models. Theoretical approaches concerning the nature of chemical knowledge enabled teachers to critically reflect on their conceptions of chemical bonding, bringing them closer to a theoretical model–based view relevant to this research.
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Copyright (c) 2025 Ricardo Aponte-Buitrago, Fredy Garay Garay
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