The Effect of the Model-Based Teaching Method on the Teaching of the Geometric Structures of TH BeCl2, BF3 and SO2 Molecules

Abstract

The aim of this study was to examine the effect of the model-based teaching method on the teaching of the geometric structures of the BeCl2, BF3, SO2 molecules; the identification of misconceptions; the remedying of existing misconceptions; and the development of model-forming skills. A total of 35 science students in their first year were randomly divided into seven groups of five. They were asked to answer questions regarding the BeCl2, BF3, SO2 molecules and to also model the molecules before and after the application of the teaching method. The study results indicated that the application of the model-based teaching method helped remedy student misconceptions identified during the pretest, such as showing single bonds as double bonds; errors in drawing the Lewis bond structure; failing to show the correct types of atoms; errors in the number of electron groups; errors in the number of lone electron pairs; errors in the positioning of lone electron pairs; and errors in the number of non-bonding electrons. On the other hand, certain misconceptions such as showing double bonds as single bonds; errors in bond angle and axis; errors in the depiction of the molecule and electron group geometry; placing the wrong atoms in molecule; and errors in the use and positioning of lone electron pairs persisted following the application of the model-based teaching method. The study results indicated that model-based teaching as well as model forming activities are effective for supporting learning, identifying misconceptions, remedying misconceptions, and promoting the development of model forming skills.