Exothermic Bond Breaking: A Persistent Misconception

Galley, William C.

doi:10.1021/ed081p523

Cited by 63 publications

(105 citation statements)

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“…In chemistry, Boo documents students' "alternative conception" that bond making requires energy input (even in nonbiological reactions), as an alternative to the idea that bond making releases energy [46]. Galley also documents "exothermic bond breaking" [47] in student reasoning, as we will discuss at greater length in Secs. IV and V. Teichert and Stacy show that students (when discussing ATP) can simultaneously express the idea that energy is released when a bond is formed and that energy is released when a bond is broken [48].…”

Section: Setting For the Case Studymentioning

confidence: 99%

“…Early in the second semester of the course, the students were given a quiz that included two multiple-choice questions taken directly from Galley [47] (given originally at the beginning of a physical chemistry course), for comparison. Here, we look at one of those questions:…”

Section: Multiple-choice Quiz Questionmentioning

confidence: 99%

“…II, and we now apply them to our data to compare our approach with previous work on student learning of the same scientific phenomena. In analyzing student difficulties with ATP, both Novick and Galley [43,47] invoke the misconceptions model. Novick writes, "many students conceive chemical energy as stored in something called a chemical bond … Now this is obviously a serious scientific misconception."…”

Section: Misconceptions and Resources Revisitedmentioning

confidence: 99%

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Students’ reasoning about “high-energy bonds” and ATP: A vision of interdisciplinary education

Dreyfus

Sawtelle

Turpen

et al. 2014

Phys. Rev. ST Phys. Educ. Res.

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As interdisciplinary courses are developed, instructors and researchers have to grapple with questions of how students should make connections across disciplines. We explore the issue of interdisciplinary reconciliation (IDR): how students reconcile seemingly contradictory ideas from different disciplines. While IDR has elements in common with other frameworks for the reconciliation of ideas across contexts, it differs in that each disciplinary idea is considered canonically correct within its own discipline. The setting for the research is an introductory physics course for biology majors that seeks to build greater interdisciplinary coherence and therefore includes biologically relevant topics such as adenosine triphosphate (ATP) and chemical bond energy. In our case-study data, students grapple with the apparent contradiction between the energy released when the phosphate bond in ATP is broken and the idea that an energy input is required to break a bond. We see students justifying context-dependent modeling choices, showing nuance in articulating how system choices may be related to disciplinary problems of interest. This represents a desired end point of IDR, in which students can build coherent connections between concepts from different disciplines while understanding each concept in its own disciplinary context. Our case study also illustrates elements of the instructional environment that play roles in the process of IDR.

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Section: Setting For the Case Studymentioning

confidence: 99%

Section: Multiple-choice Quiz Questionmentioning

confidence: 99%

Section: Misconceptions and Resources Revisitedmentioning

confidence: 99%

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Students’ reasoning about “high-energy bonds” and ATP: A vision of interdisciplinary education

Dreyfus

Sawtelle

Turpen

et al. 2014

Phys. Rev. ST Phys. Educ. Res.

View full text Add to dashboard Cite

show abstract

“…In chemistry, Boo [3] documents students' "alternative conception" that bond making requires energy input (even in non-biological reactions). Galley [4] also documents "exothermic bond breaking," as we will discuss at greater length. Teichert & Stacy [5] show that students (when discussing ATP) can simultaneously express the idea that energy is released when a bond is formed, and that energy is released when a bond is broken.…”

Section: Introductionmentioning

confidence: 99%

Students' interdisciplinary reasoning about "high-energy bonds" and ATP

Dreyfus

Geller

Sawtelle

et al. 2013

AIP Conference Proceedings

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Abstract. Students' sometimes contradictory ideas about ATP (adenosine triphosphate) and the nature of chemical bonds have been studied in the biology and chemistry education literatures, but these topics are rarely part of the introductory physics curriculum. We present qualitative data from an introductory physics course for undergraduate biology majors that seeks to build greater interdisciplinary coherence and therefore includes these topics. In these data, students grapple with the apparent contradiction between the energy released when the phosphate bond in ATP is broken and the idea that an energy input is required to break a bond. We see that students' perceptions of how each scientific discipline bounds the system of interest can influence how they justify their reasoning about a topic that crosses disciplines. This has consequences for a vision of interdisciplinary education that respects disciplinary perspectives while bringing them into interaction in ways that demonstrate consistency amongst the perspectives.

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“…Thomas and Schwenz, 1998;Carson, 2001;Sözbilir, 2001;Galley, 2004). In some cases, for instance one multiple choice question, the distractors were the results from the pilot study: Question (a) was Have you previously heard the concept (word) enthalpy?…”

Section: Data Collectionmentioning

confidence: 99%