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Issue 2, 2016
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The efficacy of interactive analogical models in the instruction of bond energy curves in undergraduate chemistry

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Abstract

We explored analogies used for introducing students to the concept of potential energy wells. Two analogy systems were developed, a spring system and a novel system consisting of electrostatic spheres. These two, distinct analogies were housed within an interactive tool that allowed students to manipulate the analogous systems and witness changes to potential energy curves in real time. A pre-test/post-test evaluation provided insight into the impact the formulation of an analogy system can have on understanding. Students modified written descriptions to include new details in accordance to the structure-mapping theory of analogies. However, students failed to correct visual descriptions of energy wells. The failure of participants to apply key concepts after using the interactive and animated analogy systems highlights the importance of designing for education.

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Publication details

The article was received on 28 Oct 2015, accepted on 05 Mar 2016 and first published on 07 Mar 2016


Article type: Paper
DOI: 10.1039/C5RP00194C
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Citation: Chem. Educ. Res. Pract., 2016,17, 417-428
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    The efficacy of interactive analogical models in the instruction of bond energy curves in undergraduate chemistry

    V. M. Shahani and J. Jenkinson, Chem. Educ. Res. Pract., 2016, 17, 417
    DOI: 10.1039/C5RP00194C

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