Student Understanding of a Simple Heating Curve: Scientific Interpretations and Consistency of Responses

Year 2018, Volume: 4 Issue: 2, 172 - 182, 01.07.2018

Paul G. Jasien

https://doi.org/10.21891/jeseh.432526

Cited By: 1

Abstract

This work seeks to elucidate
undergraduate science students' basic knowledge of concepts related to the
energy changes for a simple heating curve and their ability to integrate
related concepts. The participants were drawn from first and second semester
General Chemistry classes, as well as junior/senior level Physical Chemistry
classes at a four-year public university in the United States. The research
instrument for this study was developed and tested over an 18-month period from
preliminary data from students at the same university. The data were analyzed
for students' basic knowledge and the ability to make connections between
related concepts. A definite lack of demonstrated skill in integrating multiple
concepts was revealed at all student levels with respondents often giving
inconsistent answers to related questions. It is suggested that these critical
thinking skills can be cultivated in students through various active learning
pedagogies based on explicit multi-concept problem solving exercises, rather
than the usual simple ones that test concepts individually.

Keywords

Misconceptions, Heating curves, Phase changes, Concept integration, Kinetic-molecular theory

References

• Jasien, P.G. (2018) Student understanding of a simple heating curve: Scientific interpretations and consistency of responses. Journal of Education in Science, Environment and Health (JESEH), 4(2), 172-182.