Different Approaches to Chemical Bonding : A Qualitative Study of Teaching Chemical Bonding from the Teacher’s perspective

The aim of this study is to investigate how upper secondary school teachers tech chemical bonding, and how didactic choices, as well as the use of models, textbooks and analogies affects student’ understanding from the teachers’ perspective. The study is based on qualitative, semi-structured interviews with five chemistry teachers with varying levels of experience and teaching contexts. The results show that teachers do not strictly follow the textbook but adapt both content and structure to suit students’ needs. The teachers emphasize electrostatic forces as the explanation for chemical bonding, while the octet rule is still present in the background. The sequence in which different types of bonds are introduced varies, one teacher teaches them in parallel. Many of the teachers use analogies like magnets, dancing or handshakes to help concretize abstract concepts. The study also highlights common student misconceptions, for instance viewing bonds as physical objects rather that forces. Anthropomorphic explanations are used strategically to spark interest and engagement but may also lead to confusion. The study underscores the need for didactic flexibility, thoughtful use of models and a reflective approach to textbooks to support students’ understanding of chemical bonding. Depending on students’ prior knowledge in mathematics and physics, as well as their age, varying levels of depth (quantum mechanical principles) may be appropriate. To counteract a rigidly categorical view of bonding, a force-based teaching approach is recommended. This means clearly emphasizing the electrostatic forces that form the basis of chemical bonding.