Investigation of Undergraduate and Graduate Chemistry Students’ Understanding of Thermodynamic Driving Forces in Chemical Reactions and Dissolution,Journal of Chemical Education

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Investigation of Undergraduate and Graduate Chemistry Students’ Understanding of Thermodynamic Driving Forces in Chemical Reactions and Dissolution
Journal of Chemical Education ( IF 2.5 ) Pub Date : 2018-03-14 00:00:00 , DOI: 10.1021/acs.jchemed.7b00874
Kinsey Bain ₁ , Marcy H. Towns ₂

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The concept of energy is of central significance, as it is a core disciplinary idea in chemistry and a cross-cutting concept in the sciences. This study sought to investigate student understanding of energetics and associated thermodynamic functions in chemical reactions and processes across a sample of introductory-level undergraduate chemistry students, upper-level undergraduate chemistry students, and physical chemistry graduate students. Participants were interviewed using an interview-about-events protocol, interacting with reagents that underwent chemical reactions or dissolutions. Analysis of the interview data revealed specific student difficulties with content, as well as common reasoning patterns used by students when considering energy changes in observed reactions and processes. Implications for curriculum and instruction are discussed.

中文翻译：

化学专业本科生和研究生对化学反应和溶解过程中热力学驱动力的理解的调查

能量的概念至关重要，因为它是化学的核心学科概念，也是科学中的交叉学科概念。这项研究旨在调查学生对入门级本科化学学生，高级本科化学学生和物理化学研究生样本中化学反应和过程中能量学和相关热力学功能的理解。使用“关于事件的采访”协议对参与者进行采访，并与发生化学反应或溶解的试剂进行交互。对访谈数据的分析揭示了学生在内容上遇到的具体困难，以及学生在考虑观察到的反应和过程中的能量变化时使用的常见推理模式。讨论了对课程和教学的影响。

更新日期：2018-03-14

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