This study aimed to analyze whether future Chemistry teachers make use of a theoretical model of chemical bonding to explain the solubility of a chemi cal compound. The investigation was performed during a period of three years with 55 students from the UFRN Chemistry education program, using as a research tool a questionnaire with open questions. Data analysis revealed that the ionic bonding model was not used adequately to explain the behavior of a particular ionic com pound, revealing limitations in the knowledge related to this subject in the investi gated group. The results highlight the importance of fostering discussions during the initial teacher education about the different knowledges that will be part of their teaching practice.
Models; initial teacher education; chemical bonds