This interdisciplinary project assessed the extent to which students in general education courses across two departments understood the assumptions of small-particle models and the ways in which these models relate to measurable properties. As part of this project, we embedded conceptually-oriented questions on written assessments in general education courses in physics and chemistry. Questions were drawn from the published literature in chemical and physics education and were developed by the research team. The results of this project provide a baseline measurement of the extent to which a diverse population of students in introductory physical science courses was able to develop and use particulate models to reason about macroscopic observables.


  • Educational Technology > General
  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


NSDL,Active Learning,Analogies,Student Understanding.,Undergraduate (Lower Division),educational aids,Higher Education,educational technology,Physics Education Research,General,General Physics,Graduate/Professional,Ability,Student Characteristics,learning (artificial intelligence),Education Foundations,teaching,PERC 2008,oai:nsdl.org:2200/20090204193720593T,Particle,research and development management,Modeling,Pedagogy,Chemistry,Physics,Computing and Information,Gas,educational courses,Education Practices,Engineering,NSDL_SetSpec_439869,Education,Technology



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