Anthropomorphic notion of atoms, the etiology of pedagogical and epistemological learning proactive interference among Chemistry learners: implications

Abstract

This study, based on qualitative design and informed by both the interpretive and participatory paradigms, sought to find out anthropomorphic notion of atoms, the etiology of pedagogical and epistemological learning proactive interference among Chemistry learners. The concept of octet rule has been found to cause proactive interference in the teaching and learning of bonding and chemical structures. A convenient sample of 8 Advanced Level Chemistry teachers, all B. Sc degree holders with a minimum teaching experience of 2 years were involved in focus group discussion together with the researcher trying to identify misconceptions caused by octet rule in Chemistry teaching and learning and the way forward in pedagogics of chemical bonding. Several concepts were highlighted as areas of concern where proactive interference do take place, among others ligand formation in transition metals, hybridization and covalent bonding. Teaching strategies were highlighted as one way to minimize misconception formation at Advanced Level Chemistry learning. Curriculum planners and textbook authors were to revisit their approaches in chemical bonding. The driving force of chemical bonding and chemical reactions must be known as the need for a decrease in free energy of the system or the increase in entropy of the universe. Teachers need to introduce a general notion of bonding based on electrical interactions. Several other teaching strategies were recommended.