A Critical Discussion of The Efficacy of Using Visual Learning Aids From The Internet To Promote Understanding, Illustrated With Examples Explaining The Daniell Voltaic Cell

Abstract

This paper discusses what chemistry students might see while working with animations found on the Internet and how these electronic illustrations can potentially interact to reinforce rather than resolve misconceptions about chemical principles that a student may possess. The Daniell voltaic cell serves as an example to illustrate the ways in which visual aids can be interpreted differently by different people. Some illustrations seem to represent concepts which have repeatedly been discussed on the base of science education research evidence as typical student misconceptions about chemical concepts. These visual aids seem to embody the actual misconceptions of chemical principles rather than explaining the scientifically accepted chemical concepts behind them. This paper discusses whether such computer simulations are potentially helpful for better understanding, or whether they actually increase the risk of strengthening students' incorrect interpretations or false ideas about chemical concepts. Implications for structuring and using animations are discussed.

Using a word association test for the assessment of high school students' cognitive structures on dissolution

“…This finding has also been suggested by other research studies examining solution chemistry (e.g. However, this needs to be performed with sufficient care, so that students are not confused or misled by ill-defined explanations or faulty visualizations (Eilks et al 2009(Eilks et al , 2012. We can say that students' cognitive structures related to solution chemistry in the case of this sample of students from Turkey are rather limited.…”

Analysis of Ambiguous Information about Chemical Compounds in Online Databases

“…These visual aids can improve the efficacy of education (cp. Eilks, Wittec, & Pietzner, 2009;Anonymous, 2017).…”

Computer-Based Learning in Chemistry Classes

“…Empirical studies on computer-based learning in chemistry classrooms have been published by Schanze et al, Eilks et al, and Pietzner et al both domestically and internationally. Additionally, general ideas on teaching and learning with computers, especially reflecting the quality of animations that can be found on the internet, have been published by Eilks et al (Eilks, Witteck & Pietzner 2009;Eilks, Witteck & Pietzner, 2012). However, to summarise, empirical research into computer-based learning in chemistry education in particular and in science education in general is more an exception than the norm in Germany.…”