Beyond the use of an Explanatory Key Accompanying Submicroscopic Representations

Savec, Vesna Ferk; Hrast, Špela; Devetak, Iztok; Torkar, Gregor

doi:10.17344/acsi.2016.2835

Cited by 16 publications

(9 citation statements)

References 29 publications

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“…The importance of thoughtful preparation of learning materials for students in accordance with the selected objectives for experimental work has been pointed out also by other researchers, who indicate, that it is important, e.g. to list and name the accessories/laboratory utensils in the learning materials (names, symbolic notation, warning pictograms); 17,35,45 that the materials include tasks to check the understanding of the experimental work using all three levels (macroscopic, particulate, symbol level); 13,14,16,44 and to take into consideration the appropriate amount of tasks based on the different levels of Bloom's taxonomy. 17,45,[49][50][51] For the improvement of the quality of experimental work in Slovenian primary school practice, it seems important, that in the future more attention is devoted to the development of pre-service and in-service teachers' understanding of the holistic perspective of the objectives for particular experimental work integrated into chemistry lesson.…”

Section: Conclusion and Implications For School Practicementioning

confidence: 87%

Effectiveness of Student Learning during Experimental Work in Primary School

Logar¹,

Peklaj

Savec

2017

ACSi

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The aim of the research was to optimize the effectiveness of student learning based on experimental work in chemistry classes in Slovenian primary schools. To obtain evidence about how experimental work is implemented during regular chemistry classes, experimental work was videotaped during 19 units of chemistry lessons at 12 Slovenian primary schools from the pool of randomly selected schools. Altogether 332 eight-grade students were involved in the investigation, with an average age of 14.2 years. Students were videotaped during chemistry lessons, and their worksheets were collected afterward. The 12 chemistry teachers, who conducted lessons in these schools, were interviewed before the lessons; their teaching plans were also collected. The collected data was analyzed using qualitative methods. The results indicate that many teachers in Slovenian primary schools are not fully aware of the potential of experimental work integrated into chemistry lessons for the development of students' experimental competence. Further research of the value of different kinds of training to support teachers for the use of experimental work in chemistry teaching is needed.

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Section: Conclusion and Implications For School Practicementioning

confidence: 87%

Effectiveness of Student Learning during Experimental Work in Primary School

Logar¹,

Peklaj

Savec

2017

ACSi

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“…Thus far, for example, the importance of various features and notations of visualisations for the learners has been examined with eye trackers by Williamson et al, 32 who studied students' use of ball-and-stick images versus electrostatic potential maps when considering electron density, positive charge, proton attack, and hydroxide attack; O'Keefe et al, 33 who examined how the integration of multiple representations was associated with learning in a multimedia simulation; Ferk Savec et al 34 examined some of the features of the explanatory key, such as coloured versus black-and-white explanatory keys, and pictorial versus textual explanatory keys, etc.…”

Section: Discussionmentioning

confidence: 99%

The Integration of Submicroscopic Representations Used in Chemistry Textbook Sets into Curriculum Topics

Hrast

Savec

2017

ACSi

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To support the understanding of chemistry concepts and processes at the particulate level, various representations are included in learning materials. This paper focuses on how submicroscopic representations (SMRs) are integrated into Slovenian chemistry textbook sets with respect to the curriculum topics for 8th and 9th Grade. Textbook set analysis is based on four holistic SMRs descriptors (direct, indirect, combined descriptor, and SMRs without descriptors), which support learners' recognition of SMRs' informational value at different levels by providing different accompanying SMRs add-ons. The textbook sets analysis revealed that the number of SMRs varies significantly with regard to different curriculum topics. The overall proportion of the descriptors that enable the learner a direct recognition of SMRs is low in all curriculum topics. Interestingly, the descriptors that do not enable the learners a direct recognition of SMRs prevail in textbook sets. To obtain more detailed insight into the criteria based on which the textbook authors integrate SMRs with various descriptors into textbook sets, further studies are necessary.

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“…However, SMRs can significantly help to develop an adequate understanding of chemical concepts and correct possible misconceptions. SMRs are essential elements of various chemical learning materials, and it is often presumed that teachers are able to successfully implement them in chemistry lessons (Ferk Savec et al, 2016).…”

Section: Chemistry Learning By Applying the Chemistry Tripletmentioning

confidence: 99%

The impact of students’ educational background, interest in learning, formal reasoning and visualisation abilities on gas context-based exercises achievements with submicro-animations

Pavlin

Glažar

Slapničar

et al. 2019

Chem. Educ. Res. Pract.

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The purpose of this paper is to explore and explain students’ achievements in solving context-based gas exercises comprising the macroscopic and submicroscopic levels of chemical concepts. The influence of specific variables, such as interest in learning, formal-reasoning abilities, and visualisation abilities, is a significant factor that should be considered when explaining students’ achievements with context-based exercises. Seventy-nine students of three age groups (12, 16, and 23) participated in the study. Questionnaires, tests, and a semi-structured interview including computer-displayed context-based exercises were used to collect data. In addition, an eye-tracker was used to determine the exact location of the participants’ points of gaze. The results show that students on average answered correctly from 40 to 79% of all questions in the context-based exercises. The context-based exercise related to air compression is indicated as being difficult for students. In students’ explanations of different levels of chemical concepts, representation difficulties are detected in all three age groups of students. Students’ achievements in solving context-based gas exercises do not depend on interest in learning chemistry and visualisation abilities. However, statistically significant differences exist in total fixation duration on the correct submicrorepresentation animation between students with different formal-reasoning abilities. The results serve as a starting point for the planning of different context-based exercises and problems comprising the chemistry triplet with 3D dynamic submicrorepresentations.

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Beyond the use of an Explanatory Key Accompanying Submicroscopic Representations

Cited by 16 publications

References 29 publications

Effectiveness of Student Learning during Experimental Work in Primary School

Effectiveness of Student Learning during Experimental Work in Primary School

The Integration of Submicroscopic Representations Used in Chemistry Textbook Sets into Curriculum Topics

The impact of students’ educational background, interest in learning, formal reasoning and visualisation abilities on gas context-based exercises achievements with submicro-animations

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