A study of undergraduates' understandings of key chemical ideas in thermodynamics
Başlık çevirisi mevcut değil.
- Tez No: 400243
- Danışmanlar: DR. JUDİTH M. BENNETT
- Tez Türü: Doktora
- Konular: Kimya, Chemistry
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2001
- Dil: İngilizce
- Üniversite: The Unıversıty Of York
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Kimya Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
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Özet (Çeviri)
The purpose of this research study is to identify and classify chemistryundergraduates? misunderstandings of thermodynamic ideas in physical chemistrysuch as internal energy, enthalpy, entropy and Gibbs energy, together with thesources of these misunderstandings. For this purpose, questionnaires and semistructuredinterviews were used to gather data both before and after the teachingof these topics.Third year undergraduate students who took the physical chemistry course fromtwo different chemistry education departments in Turkey, together with lecturerswho deliver the course, took part in the study. In total, ninety-one studentscompleted the pre-tests and post-tests. The pre-interviews were carried out withtwenty-two students and twenty-seven students participated in the post-interviews.Two lecturers were also interviewed after the post-test.The results revealed thirty nine common misunderstandings including someidentified in earlier studies, fourteen were related to internal energy and associatedideas, twelve were related to enthalpy, six were related to entropy and seven wererelated to Gibbs energy. Many other less prevalent (less than 5% of students)misunderstandings were also found.Eight different sources were identified from which the misunderstandingsoriginated. There were (a) lack of knowledge of fundamental thermodynamicideas, (b) application of algorithms without conceptual understanding, (c) usingthermodynamic data to explain situations involving kinetics, (d) memorisation ofscientific laws and statements without understanding, resulting in inappropriateover-generalisation (e) confusion of fundamental ideas, (f) explaining fundamentalideas according to their usage in everyday language, (g) the effects of everydayexperiences, and (h) socio-economic and methodological aspects of the teachingand learning environment.The findings of this study provide lecturers and tutors with information which willbe of help in designing more effective materials and strategies for the teaching ofthermodynamic ideas in physical chemistry.
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