Dissolving Salts in Water: Students' Particulate Explanations of Temperature Changes

Autor/inn/en	Abell, Timothy N.; Bretz, Stacey Lowery
Titel	Dissolving Salts in Water: Students' Particulate Explanations of Temperature Changes
Quelle	In: Journal of Chemical Education, 95 (2018) 4, S.504-511 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bretz, Stacey Lowery)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.7b00845
Schlagwörter	Semi Structured Interviews; Chemistry; Hands on Science; College Freshmen; Thermodynamics; Teaching Methods; Student Satisfaction; Scientific Concepts; Scientific Methodology; Scientific Research; Ohio + Suchen Sie Ihr Suchwort? Chemie; Studienanfänger; Thermodynamik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigates how students account for a macroscopic temperature change during the dissolution of ionic salts through particulate level explanations. Semi-structured interviews were conducted with general chemistry, physical chemistry, and biophysical chemistry students. During the interviews, students conducted hands-on tasks that included the touching of beakers containing exothermic or endothermic dissolution processes. Data analysis resulted in categorizing students into groups based on their ideas about bond breaking, bond making, and energy changes. Students' particulate understandings of the dissolving process did not appear to impact their explanations of the energy changes they observed. Only two students (one from general chemistry and one from biophysical chemistry) correctly described both the dissolving process and the macroscopic energy changes. No students invoked the concepts of potential energy, lattice energy, or enthalpy of hydration to explain their observations. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01