Understanding the variability of properties of individual particles in a system plays a central role in making sense of chemical behavior. Here, we will present preliminary results from a qualitative study framed by Coordination Class Theory that addresses how students relate ideas about kinetic energy of particles to kinetics concepts and related representations. We will illustrate how modeling students’ ideas about particulate-level variability using the construct of coordination classes may give insight as to the mechanisms of conceptual change.

Coordination class theory as lens for examining students’ reasoning with the idea of particulate-level energy variability in chemical kinetics

2019 Spring National Meeting

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