College Chemistry Students' Understanding of Potential Energy in the Context of Atomic-Molecular Interactions
College Chemistry Students' Understanding of Potential Energy in the Context of Atomic-Molecular Interactions
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DOI：
10.1002/tea.21159
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发表时间：
2014-08-01
影响因子：
4.6
通讯作者：
Cooper, Melanie M.
中科院分区：
文献类型：
--
作者：
Becker, Nicole M.;Cooper, Melanie M.
了解原子和分子相互作用时发生的能量变化是了解伴随化学过程的宏观能量变化的基础。为了确定如何帮助学生理解原子分子和宏观能量观点之间的联系，我们对学生在原子分子水平上对势能的概念化进行了定性研究。我们使用半结构化访谈和开放式调查来探索学生如何理解势能，并使用势能的概念来解释简单系统中的原子-分子相互作用。研究结果表明，本科化学专业的学生可能依赖于直观的解释势能，不正确的解释课程的定义（包括势能代表储存的能量）和物理学，而不是原子分子结构，静电力和能量之间的关系的基本理解。因此，我们建议，更明确地关注势能的性质和作用，在本科化学课程可能是必要的。(C)2014年威利期刊公司
Understanding the energy changes that occur as atoms and molecules interact forms the foundation for understanding the macroscopic energy changes that accompany chemical processes. In order to identify ways to scaffold students' understanding of the connections between atomic-molecular and macroscopic energy perspectives, we conducted a qualitative study of students' conceptualization of potential energy at the atomic-molecular level. We used semi-structured interviews and open-ended surveys to explore how students understand potential energy and use the idea of potential energy to explain atomic-molecular interactions in simple systems. Findings suggest that undergraduate chemistry students may rely on intuitive interpretations of potential energy, incorrect interpretations of curricular definitions (including the idea that potential energy represents stored energy) and heuristics rather than foundational understandings of the relationships between atomic-molecular structure, electrostatic forces and energy. Thus, we suggest that more explicit attention to the nature and role of potential energy in the undergraduate chemistry curriculum may be needed. (C) 2014 Wiley Periodicals, Inc.