KCS

Chemistry describes the composition, reaction, and change of matter from a microscopic perspective. Since the microscopic world is invisible, models are used when teaching and learning to students. According to Chi et al. (1994), scientific concepts are divided into matter and process, and it is pointed out that when the teaching point of view is inconsistent with the point of view of the concept to be learned, it is difficult for students to learn the concept. Therefore, it is necessary to check whether the model we are teaching teaches from the viewpoint of actual scientific concepts. The scientific concept so far was created based on the reductionism that the characteristics of the whole appear as the sum of its components (Wheatly, 1994). and pointed out that these characteristics are not only found in organisms, but can occur in various fields. Therefore, in this study, the problem was pointed out that representations considering systemic thinking and emergentity were not developed in chemistry education so far. The research questions were designated as ① whether the state change actually occurs sequentially, ② whether the distance between particles can be replaced with a variable called the size of the interaction, and ③ whether it can be said that the two phases are in equilibrium when the state change occurs. It also suggests the importance of the use of technology in expressing systems thinking. Notice: This work was supported by the National Research Foundation of Korea (NRF-2022R1A2C2005683)