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College chemistry students' understanding of potential energy in the context of atomic–molecular interactions
Journal article   Open access   Peer reviewed

College chemistry students' understanding of potential energy in the context of atomic–molecular interactions

Nicole M Becker and Melanie M Cooper
Journal of Research in Science Teaching, Vol.51(6), pp.789-808
08/2014
DOI: 10.1002/tea.21159
url
https://doi.org/10.1002/tea.21159View
Published (Version of record) Open Access

Abstract

Understanding the energy changes that occur as atoms and molecules interact forms the foundation for understanding the macroscopic energy changes that accompany chemical processes. In order to identify ways to scaffold students' understanding of the connections between atomic–molecular and macroscopic energy perspectives, we conducted a qualitative study of students' conceptualization of potential energy at the atomic–molecular level. We used semi‐structured interviews and open‐ended surveys to explore how students understand potential energy and use the idea of potential energy to explain atomic–molecular interactions in simple systems. Findings suggest that undergraduate chemistry students may rely on intuitive interpretations of potential energy, incorrect interpretations of curricular definitions (including the idea that potential energy represents stored energy) and heuristics rather than foundational understandings of the relationships between atomic–molecular structure, electrostatic forces and energy. Thus, we suggest that more explicit attention to the nature and role of potential energy in the undergraduate chemistry curriculum may be needed. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 789–808, 2014
 chemistry misconceptions conceptual change

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