ABSTRACT
Ionic bonding is a topic of inorganic chemistry that has many contextual applications. Ionic bonding and structures are highly abstract. Therefore, students must make extra effort to comprehend the concept to avoid misconceptions. Furthermore, the importance of teaching content knowledge to students is intended to make them able to solve their contextual problems. A teaching-learning sequence for ionic bonding has been designed, adopted from the Model of Educational Learning (MER). Reconstruction focuses on the ionic bonding content knowledge, in order to help learners’ competences and make connections between scientists’ and students’ conceptions. The aim of this study is to describe a teaching-learning sequence ionic bonding context-based MER. Reconstruction began by analyzing scientists’ conception to produce a concept map that describes ionic bonding comprehensively. Next, the analysis learner’s conception uses interviews and also a concept map. There are three types of learner’s conception that occur—proper for chemists, misconception, and incompetence. Based on these criteria, a teaching-learning sequence produced.
