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Abstract The types of misconceptions related to electronegativity, bonding, geometry, and microscopic representations that undergraduate chemistry majors hold is described. Fifty-six students from six different courses, representing freshmen through senior level chemistry majors were interviewed. The qualitative coding scheme of the interview transcripts revealed a number of misconceptions not previously documented. In addition, the stability of the misconceptions was investigated as a function of educational level, indicating that some students' misconceptions relating to bonding are resistant to change despite increased chemistry education.
Gayle Nicoll (Sun,) studied this question.