Pushing for particulate level models of adiabatic and isothermal processes in upper-level chemistry courses: a qualitative study

Abstract

In the past three decades, researchers have noted the limitations of a problem-solving approach that overemphasizes algorithms and quantitation and neglects student misconceptions and an otherwise qualitative, conceptual understanding of chemical phenomena. Since then, studies and lessons designed to improve student understanding of chemistry has overwhelmingly targeted introductory level, high school and first-year college students. In this article, we present a model-based learning cycle approach with upper-level undergraduate and beginning graduate students that investigated their ability to model the adiabatic and isothermal compression/expansion of a gas in a syringe. We were interested to observe, given the extent of their previous chemistry coursework, how students struggled to connect macroscopic observations with particulate representations. Analysis of laboratory reports, reflective journal entries, and classroom discourse transcripts indicate the learning experience was efficacious in uncovering and addressing student conceptual challenges with using models appropriately to describe gas behaviour under the experimental conditions for this investigation.

Student oriented approaches in the teaching of thermodynamics at universities – developing an effective course structure

“…In addition to the abstract nature of the concepts, chief among these are instructorcentered pedagogic approaches and the failure to prioritize topics on the part of the instructor and a lack of motivation on the part of the student. Furthermore, understanding the particulate nature of matter (PNOM) is an essential part of a deep appreciation of thermodynamics and yet many students struggle with PNOM representations at all levels (Novick and Nussbaum, 1981;Gabel et al, 1987;Al-Balushi, 2009;Becker et al, 2013;Hernández et al, 2014). Furthermore, understanding the particulate nature of matter (PNOM) is an essential part of a deep appreciation of thermodynamics and yet many students struggle with PNOM representations at all levels (Novick and Nussbaum, 1981;Gabel et al, 1987;Al-Balushi, 2009;Becker et al, 2013;Hernández et al, 2014).…”

Critical thinking ability of high school students in daily life acid-base concept

“…This evidence exhibit learning in Indonesia relatively has not able to invite students to raise their critical thinking skills to solve problems. Whereas, in chemistry classroom, critical thinking skills immensely required to advance a strong understanding of basic chemistry concepts, students should have ability to relate their understanding of the symbolic to the atomic and macroscopic levels in daily life phenomenon (Bain et al, 2014;Hernández et al, 2014).…”

Point Mass or Little Billiard Ball? Molecular Dynamics Simulations Enhance Students’ Mental Models on the Ideal Gas Law in Tertiary Chemistry Studies

“…Laut Hernandeze tal. [7]f ührtd iesa berz ue iner unreflektiertenV erwendungv on Rechenrezepten,o hned as füre ines innvolle Problemlçsungn otwendigeK onzeptverständniszufçrdern.Dementsprechend istesumdas studentische Konzeptverständnisi nd er universitärenL ehre nichtg ut bestellt: Goedhart und Kaper [8]b eklagene inem angelnde Ausschärfungv on Kernbegriffen, eine fehlende molekulare Vorstellung, diem angelnde Unterscheidung vonS ystemu nd Umgebung unde in weit verbreitetes Unwissen bezüglichd er Gültigkeitsbedingungen.F olgerichtigw urden beif achwissenschaftlichen undLehramtsstudierenden vielfältigeFehlvorstellungen im Bereichd er chemischen Energetikund Kinetikauf universitärerE bene identifiziert [ 9,10]. DieS t ärkungdes studentischen Konzeptverständnisses wird dahera ls eine der großen Herausforderungend er physikochemischen Lehreb etrachtet [5].…”