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Chemical structures and bonds are repeatedly used to explain and rationalise the physical and chemical properties of the elements and their compounds.These concepts are first introduced in secondary school along with simple models and are then further elaborated and extended upon at both the secondary and tertiary levels.However, it was noticed that many of the senior students had difficulty with questions that require the taught information in a different sequential order to that in which it was taught.The aim of this study was to evaluate how the senior chemistry students respond to direct questions and questions that require part of the information required in the direct question.