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College chemistry students' understanding of potential energy in the context of atomic–molecular interactions
Author(s) -
Becker Nicole M.,
Cooper Melanie M.
Publication year - 2014
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.21159
Subject(s) - conceptualization , context (archaeology) , energy (signal processing) , science education , potential energy , chemistry , curriculum , heuristics , mathematics education , psychology , chemical physics , computer science , physics , atomic physics , pedagogy , quantum mechanics , paleontology , artificial intelligence , biology , operating system
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. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 789–808, 2014