Misconceptions in chemical bonding remain a persistent challenge in chemical education. This study explores the conceptual misunderstandings held by students at the secondary and undergraduate levels, comparing their depth, nature, and frequency. Using diagnostic tools, interviews, and written assessments, we analyzed data from 300 students. Our findings indicate that while misconceptions are more prevalent at the secondary level, certain complex misconceptions persist even in undergraduate learners, suggesting systemic gaps in pedagogy and curriculum. This paper offers a detailed analysis of these issues, provides visual data representations, and concludes with actionable recommendations to improve chemistry education.
Sandeep Kumar (Tue,) studied this question.
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