Exploring conceptual frameworks of models of atomic structures and periodic variations, chemical bonding, and molecular shape and polarity: a comparison of undergraduate general chemistry students with high and low levels of content knowledge

http://pubs.rsc.org/en/content/articlelanding/2013/rp/c2rp20116j#!divAbstract

This study provides empirical evidence of how students’ content knowledge
influences their understanding about molecular polarity

USe of character conversationto introduce the main ideas in this paper.