ERIC Number: EJ1049898
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 59
Student Use of Energy Concepts from Physics in Chemistry Courses
Nagel, Megan L.; Lindsey, Beth A.
Chemistry Education Research and Practice, v16 n1 p67-81 2015
This paper describes an interdisciplinary investigation of students' usage of ideas about energy from physics in the context of introductory chemistry. We focus on student understanding of the idea that potential energy is a function of distance between interacting objects, a concept relevant to understanding potential energy in both physical and chemical contexts. Data from student responses to written surveys and focus-group interviews reveal that students do not spontaneously make connections between ideas they have about energy from physics classes and the understanding of energy that they develop in chemistry. We describe the development of a sequence of questions that appears to aid students in drawing these connections appropriately. We also document students' as they are confronted with and struggle to resolve the mismatch between their energy ideas from physics and chemistry.
Descriptors: Science Instruction, Physics, Chemistry, Energy, Interdisciplinary Approach, Introductory Courses, Student Surveys, Focus Groups, Correlation, Concept Formation, Scientific Concepts, Questioning Techniques, Misconceptions, College Science
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: firstname.lastname@example.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania