As computational systems for educational use have become more advanced, participatory simulations have grown in usage. In a participatory simulation, participants take the role of an agent (individual entity, e.g., particle) to simulate complex systems with emergent phenomena. One such complex system in chemistry is equilibrium. Using activity theory as a theoretical framework, we anticipate that by engaging in the role of acting as an individual molecule in a reaction, students may better internalize the equilibrium concept. Second-semester general chemistry students (n=199) took part in a participatory simulation on the isomerization of hypothetical substance A to B. In groups, students flipped coins to determine (1) whether the reaction reached the minimum activation energy to form the transition state, and (2) from the transition state which state (A or B) was formed. Students used clickers to report the current state until a stable dynamic equilibrium emerged. Word association tests (WATs) were administered before and after the simulation for 4 key concepts associated with equilibrium (equilibrium, rate, concentration, and reversible). WATs can be used to uncover implicit shifts in a word’s meaning by identifying concepts closely associated with that word. In the pre-test, the most common associations were everyday terms and concepts, such as balance and equal; in the post-test, there was a shift to more chemistry-specific referents and language (e.g. equilibrium constant). However, many everyday meanings remained in the post-test, and some anticipated associations (e.g. dynamic) did not emerge. Full results of the WATs and implications for teaching equilibrium will be discussed.

Using word association tests to uncover shifts in general chemistry students' concept of equilibrium following a participatory simulation

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

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