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Previous research has reported that students commonly develop alternative conceptions in the core topic of chemical bonding. Research in England has reported that students there commonly demonstrate an alternative "molecular" conceptual framework for thinking about ionic bonding: in terms of the formation of molecule-like ions pairs through electron transfer, which are internally bonded, but not bonded to other ions. The present study reports the use of translated versions of a diagnostic instrument to elicit the conceptions of bonding in NaCl (commonly used as the teaching example of an ionic compound) from two samples of students setting out on university courses in Greece and Turkey. The study reports that students in these two contexts displayed high levels of support for statements based upon the alternative conceptual framework identified in the English context. Students commonly develop similar alternative conceptions of ionic bonding in these three different educational contexts. The study also found some quite large differences in the specific response patterns across these three contexts, some of which could reflect specific features of the different curriculum contexts. The study reinforces the cross-national nature of the challenge of effectively teaching the abstract models of chemistry at the submicroscopic level. It also provides intriguing suggestions that a close study of the interactions between specific curriculum contexts and specific patterns in students' thinking offers much potential for identifying particular aspects of subject pedagogy that either support or impede the learning of accepted scientific models. (Contains 11 tables and 5 figures.)

Learners often find studying secondary school chemistry challenging, and commonly develop alternative understandings of the subject, variously labelled by researchers as misconceptions, alternative conceptions, conceptual frameworks, and so forth. An example of enquiry into this area is provided by Ünal, Coştu & Ayas in a recent paper in the Journal of Turkish Science Education. Ünal and colleagues explored student misconceptions relating to the fundamental concept of covalent bonding, and classified student responses in their study according to both the soundness of student comments, and the presence of misconceptions. Research of this kind is complicated by both the nature of the simplifications used to teach chemistry at this level (which complicate decisions about what is taken to constitute 'sound' student knowledge), and the difficulty of appreciating the nature of student 'misconceptions', which may actually vary considerably in their significance for progression in student learning. This commentary offers a reconsideration of Ünal and colleagues' results in the light of previous published research into student understanding of chemical bonding, which suggests that Turkish Secondary School students' thinking about Bonding seems to reflect a previously reported alternative conceptual framework. [ABSTRACT FROM AUTHOR]

This paper discusses the nature of science education in England, where constructivist principles have informed science education for several decades. A series of lesson observations were carried out to explore the extent to which English science lessons match the 'ideal' of constructivist teaching that has now become the expected approach recommended by the Turkish government. Four schools and a sixth form college were visited to meet staff and observe some teaching. Two lessons in each of the schools, and five in the college, were observed. An observation guide developed from the research literature was used to focus observations on aspects of teaching and learning considered most relevant to a constructivist approach. In particular eight areas were identified that might potentially distinguish between the more traditional teaching common in Turkey and the recommended ideal of 'constructivist' teaching. The overall characterization of the science teaching observed was that it was generally 'progressive' when compared with the traditional lessons that make up the common practice in Turkey. However, this study suggests that science teaching in England does not fully match the ideal of constructivist teaching. The conditions needed to bring about a major shift in classroom pedagogic practices are considered, with special reference to how the situation in England can inform Turkish science education. [ABSTRACT FROM AUTHOR]