Shodh Sari-An International Multidisciplinary Journal
Vol-04, Issue-03(Jul-Sep 2025)
An International scholarly/ academic journal, peer-reviewed/ refereed journal, ISSN : 2959-1376
Unveiling Misconceptions in Chemical Bonding: A Comparative Study Across Secondary and Undergraduate Levels
Kumar, Sandeep
Professor of Chemistry, and ‘by courtesy of Psychology’, School of Applied and Behavioral Sciences, NIILM University, Kaithal, Haryana
Received: May 15, 2025
Accepted: June 20, 2025
Published: July 01, 2025
Thematic Classification: Chemical Bonding Misconceptions, Comparative Educational Study, Secondary Science Education, Undergraduate Chemistry, Conceptual Understanding, Pedagogical Strategies.
Abstract
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.
Keywords: Chemical Bonding, Misconceptions, Conceptual Understanding, Chemistry Education, Secondary and Undergraduate Comparison
Impact Statement
The research paper “Unveiling Misconceptions in Chemical Bonding: A Comparative Study Across Secondary and Undergraduate Levels” significantly contributes to science education by highlighting persistent conceptual misunderstandings in one of the most foundational topics in chemistry—chemical bonding. By systematically comparing students’ misconceptions across secondary and undergraduate levels, the study uncovers critical gaps in the learning trajectory and emphasizes the need for pedagogical reform. The findings reveal that many misconceptions, such as confusion between ionic and covalent bonding, incorrect visualization of electron sharing, and oversimplified models of molecular geometry, are not only prevalent but often remain unaddressed through traditional teaching methods.
This study’s impact lies in its ability to inform educators, curriculum developers, and policy-makers about the cognitive challenges students face at different academic stages. By diagnosing the root causes of these misconceptions and recommending evidence-based instructional strategies—such as the use of visual models, concept mapping, and inquiry-based learning—the research supports the development of more effective chemistry education frameworks. Ultimately, the study promotes deeper conceptual understanding, thereby enhancing students’ scientific reasoning and preparing them for advanced studies or careers in STEM fields.
About Author
Dr Sandeep Kumar is working as Professor of Chemistry and ‘by courtesy of psychology’ NIILM University Kaithal Haryana, and have more than two decades experience in teaching, research, curriculum development, counselling and leadership. His areas of interest are chemical education, research, behavioural science, teacher education and practices. As resource person, he has conducted more than 225 training programs for the school and higher education teachers. He has been awarded with numerous prestigious National and International Awards. He has participated and presented research articles in more than 200 National and International conferences. He has been invited as keynote speaker, guest of honour, conference chair, and resources person in various National and International Conferences. He is associated with various National and International Organizations.
Cite this Article
APA 7th Style
Kumar, S. (2025). Unveiling misconceptions in chemical bonding: A comparative study across secondary and undergraduate levels. Shodh Sari-An International Multidisciplinary Journal, 4(03), 186–201. https://doi.org/10.59231/SARI7846
Chicago 17th Style
Kumar, Sandeep. “Unveiling Misconceptions in Chemical Bonding: A Comparative Study Across Secondary and Undergraduate Levels.” Shodh Sari-An International Multidisciplinary Journal 4, no. 3 (2025): 186–201. https://doi.org/10.59231/SARI7846.
MLA 9th Style
Kumar, Sandeep. “Unveiling Misconceptions in Chemical Bonding: A Comparative Study Across Secondary and Undergraduate Levels.” Shodh Sari-An International Multidisciplinary Journal, vol. 4, no. 3, 2025, pp. 186-201, https://doi.org/10.59231/SARI7846.
Statements and Declarations
Peer-Review Method: This article underwent a double-blind peer-review process by two independent external experts in Chemistry Education and Cognitive Psychology to ensure the validity of the diagnostic methods and the accuracy of the comparative analysis.
Competing Interests: The author (Sandeep Kumar) declares that there are no financial, personal, or professional conflicts of interest that could have inappropriately influenced the research findings or the interpretation of the data presented in this study.
Funding: This research was conducted as an independent scholarly project at the School of Applied and Behavioral Sciences, NIILM University. No specific external grants or commercial funding were received for this work.
Data Availability: The qualitative and quantitative data identifying student misconceptions in chemical bonding are derived from diagnostic instruments and comparative testing. The data analyzed during the current study are available from the corresponding author upon reasonable request.
Licence: Unveiling Misconceptions in Chemical Bonding: A Comparative Study Across Secondary and Undergraduate Levels © 2025 by Sandeep Kumar is licensed under CC BY-NC-ND 4.0. This work is published by the International Council for Education Research and Training (ICERT).
Ethics Approval: The study involved educational diagnostic testing and was conducted in adherence to ethical guidelines for educational research. Approval was obtained from the Institutional Review Board (IRB) of NIILM University, Kaithal, and informed consent was obtained from all participating educational institutions.
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