Textbook Representations of Chemical Bonding
Insights from Czechia, Norway, and Turkey
Bibliographic Data
| ID | 22045108 |
|---|---|
| Authors | Unni Eikeseth (0009-0009-4145-6737, Norwegian University of Science and Technology, corresponding author), Annette Lykknes (0000-0002-1932-7754, Norwegian University of Science and Technology), Betül Demırdöğen (0000-0002-7064-5539, Zonguldak Bülent Ecevit University), Betül Demirdöğen (Zonguldak Bülent Ecevit University), Veronika Machková (0000-0002-8180-1998, University of Hradec Králové), Martin Bílek (0000-0002-1076-4595, Charles University), Gultekin Cakmakci (0000-0003-2003-2520, Hacettepe University) |
| Year | 2026 |
| Volume | 16 |
| Issue | 7 |
| Pages | 1060 |
| Publication date | 2026-07-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16071060 |
| OpenAlex | W7167082445 |
| Language | EN |
| References cited | 43 |
Chemical bonding is a fundamental concept in chemistry and is essential for understanding the chemical and physical properties of substances and their interactions. Despite its importance, students often hold alternative conceptions and exhibit poor conceptual understanding. This study examines the extent to which widely used textbooks in Turkey, Norway, and Czechia reflect key recommendations from science education research. We analysed textbook passages covering chemical bonding, assessing whether they: (1) focus on molecules and ions rather than atoms, (2) present bonds as electrical phenomena, (3) avoid anthropomorphic or magical language, and (4) take care with language, avoid mixing the macroscopic and submicroscopic levels. The findings reveal that most textbooks in the three countries do not fully incorporate these recommendations. Explanations frequently focus on individual atoms, combine electrical attraction with other models such as the octet rule, and employ anthropomorphic language. Additionally, linguistic precision regarding the macro–submicro-scale is often lacking. Notably, Turkish and Norwegian textbooks continue to rely heavily on the octet rule, whilst its use is minimal in Czech texts. The observed divergence highlights the persistent gap between science education research and textbook writing practices. We discuss potential reasons for this gap and outline implications for teaching, curriculum development, and future research
Cheminformatics · Concept learning · Curriculum · Norwegian · Science education · Turkish · Cancer and biochemical research · Science Education and Pedagogy · Various Chemistry Research Topics
| Highly cited | No |
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