Leveraging understanding of energy from physics to overcome unproductive intuitions in chemistry

Energy is a topic that spans the scientific disciplines. Thus the teaching of energy in physics can impact student learning in chemistry, and vice versa. Many studies conducted within the domains of both physics and chemistry demonstrate that potential energy in particular is a difficult topic for students. In this talk, I will discuss a project to empirically test how best to support student learning of electrostatic potential energy. We examine student responses to a question about how the potential energy of a system of two attracting ions varies with distance (the “ions” task), and investigate how these responses change after students have been exposed to either a question designed to help them think about gravitational potential energy, or the potential energy of a system of two attracting magnets. Results from small-group interviews and online assignments, which include a randomized intervention component, will be presented. The results are interpreted using dual-process theories of reasoning and decision making, and implications for instruction will be discussed.