Roles of Terminology, Experience, and Energy Concepts in Student Conceptions of "Freezing" and "Boiling".

摘要: A discussion of some student conceptions the solid–liquid and liquid–vapor phase transitions is presented. Data from open-ended, short-answer questions were collected first-semester general chemistry students then discussed in context previous studies. The responses gave insight into various about these changes. Student misunderstandings most often related to (i) contextual difficulties with terms freezing boiling associated their lack experience different substances, (ii) misinterpretation physical chemical phenomena, either everyday or classroom demonstrations, (iii) inability understand energy transfer processes. Specific implications for teaching topics are also addressed.