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|Title:||Conceptual Fluency: Switching Between Pre- and Post-Threshold Assumptions of Molecular Dynamics|
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Pande, P. & Sevian, H. (2016). Conceptual Fluency: Switching Between Pre- and Post-Threshold Assumptions of Molecular Dynamics In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.|
|Abstract:||We present preliminary analysis of chemistry graduate students' and secondary chemistry teachers' assumptions about mechanisms of chemical phenomena, around a set of threshold concepts. Chemistry education literature largely identifies pre-threshold assumptions as naive/alternative conceptions not particularly useful in understanding chemical phenomena. In the context of molecular dynamics, a threshold is considered to exist between thinking deterministically vs. probabilistically. We argue that (a) a deterministic perspective is as useful as a probabilistic one, (b) even experts implicitly exhibit (do not lose) deterministic assumptions, (c) probabilistic mental models are built on top of deterministic models, using multiple instances of the phenomena of interest, and (d) expertise involves willfully switching between pre- and post-threshold assumptions.|
|Appears in Collections:||ICSL 2016|
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