College physical chemistry students' conceptions of equilibrium and fundamental thermodynamics

Abstract

Hour-long structured interviews were conducted with 16 volunteer students from four undergraduate physical chemistry classes. Many student alternative conceptions and nonconceptions were expressed about important material covering equilibrium and thermodynamics. Twenty-nine of these were prevalent (present in >25% of the students.) The student conceptions expressed in their interviews were compared with those expressed by experts in textbooks and rated using a 6-point rubric. These ratings were averaged into a rating in each of four subjects and an overall rating. Correlation indices were computed. The “quality of student conception” rating was best predicted by an aggregated t score for the results on instructor-designed in-class exams. This result indicates that instructor's exams and grades do in fact demonstrate the level of a student's understanding of this course material. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1151–1160, 1998.

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