A clear understanding of chemical reactions requires integrated conceptions of chemical concepts at the macro, molecular, and symbolic levels of representation. A review of the existing literature reveals that there is still much to learn about student understanding and perceptions of the particulate nature of matter. Student-created concept maps and drawings provided insight into student understanding, while surveys elicited student perceptions and attitudes concerning demonstrations occurring at a macro level and animations focusing on the molecular level.Examination of student incorporation of the three levels of representation in their concept maps and drawings illustrated the extent of integration of student conceptions as well as the acceptability of the conceptions at each level. Student preferences for the macro level and perceptions of the molecular level also were illuminating. Implications for teaching the particulate nature of matter gleaned from this study conclude the discussion.

Do molecules matter? Student responses to demonstrations and animations

245th National Meeting (2013)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.