Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations

Kelly, Resa M.; Jones, Lawrence E.

doi:10.1007/s10956-007-9065-3

Cited by 122 publications

(119 citation statements)

References 20 publications

Supporting

Mentioning

103

Contrasting

Unclassified

Order By: Relevance

“…There have been numerous studies to investigate the effect of conceptual change text on students' understanding and alternative conceptions [e.g., 15-20, 35, 36, 39, 44]. Furthermore, there are numerous studies about computer-aided instruction [e.g., [21][22][23][24][25]. However, studies in which conceptual change text is combined with technology are limited [26].…”

Section: Introductionmentioning

confidence: 99%

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

Özkan¹,

Selçuk²

2015

ujer

View full text Add to dashboard Cite

In this study, the effect of technology enhanced conceptual change texts on elementary school students' understanding of buoyant force was investigated. The conceptual change texts (written forms) used in this study are proven for effectiveness and are enriched by using technology support in this study. These texts were tried out on two groups. A pre-test/post-test quasi-experimental design and one control group (n=20) and one experimental group (n=20) were used. Experimental group were given the technology enhanced conceptual change texts, whereas the control group was taught in the traditional instruction. Data were collected five open-ended questions concerning buoyancy. When the results of the study were examined as to the conceptual understanding attained in the two groups, it was found that experimental group's conceptual understanding was higher than that of traditional instruction group. It is believed that these texts about "buoyant force," an often misunderstood subject in science education, are very useful class materials that can enable students to learn meaningfully.

show abstract

Section: Introductionmentioning

confidence: 99%

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

Özkan¹,

Selçuk²

2015

ujer

View full text Add to dashboard Cite

show abstract

“…Several studies have focused on how students make sense of what they see in animations and how this information positively enhances students' understanding of atomic level events. [2][3][4][5][6][7][8][9][10][11][12][13] Kelly noticed that students tend to incorporate aspects of animations into their observable explanations when they notice the variance between their models and the animation models. 2 However, she observed that when students were asked to describe how animations were similar to or different from their mental models they had difficulty and often failed to represent many details in their drawn and oral explanations of the chemistry concepts.…”

Section: Molecular Animationsmentioning

confidence: 99%

“…2 Several studies report that animations are very effective and students' have much better conceptual understanding of chemistry events after viewing them. [3][4][5][6][7][8][9][10][11][12][13] However, learning is often reported to be uneven, and many students continue to have difficulty conceptualizing the particulate level. 2,[14][15][16][17][18] Transforming students learning requires providing them with experiences where they must critically self-examine the assumptions and beliefs that have structured their interpretation of the experience.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Design and Use of Molecular Animations that Conflict for Understanding Chemical Reactions

Kelly¹,

Hansen²

2017

Quim. Nova

View full text Add to dashboard Cite

publicado na web em 05/04/2017Understanding chemical reactions conceptually involves recognizing characteristics of observable phenomena and envisioning how atoms, ions and molecules move and interact to cause the macroscopic changes. Our research focuses on the development of effective strategies for designing and presenting visualizations (videos and animations) to assist students with making connections between macroscopic and molecular level behaviors of chemical reactions. Specifically, we study how students, who view videos of a redox reaction that exhibits obvious signs of macroscopic chemical change, can determine which molecular animation of a set of contrasting animations is best supported by its fit with experimental evidence. Herein we describe how we develop our videos and animations, and how students are learning from this animation task. Students who select inaccurate animation models are often enticed by a model that is easier to explain and fits with their understanding of reaction equations. We note that even though students indicate a preference for one animation over another, they often revise their drawn representations to fit with features from multiple animations. With the assistance of eye tracking research, we are gaining a better understanding of what students view and how they make sense of it.

show abstract

“…Sin embargo, también existen otros en los que se concluye que no se produce dicha mejora; así ocurre, en Kelly y Jones (2007), tras utilizar animaciones sobre la disolución del NaCl en agua a nivel molecular o, en Smith y Villareal (2015), con otras sobre cambios de estado y el proceso de disolución de sólidos en líquidos. En cualquier caso, nuestro propósito no es evaluar ni el contenido ni el uso de una animación, ni de forma aislada ni formando parte de una propuesta.…”

Section: Revisión De Aportacionesunclassified

“…En segundo lugar y en relación a los errores conceptuales y didácticos de la animación, pensamos que, desde el punto de vista docente, para introducir recursos novedosos en las aulas, es necesario asegurarse de la fiabilidad del contenido de los mismos -incluso, los propuestos por la Administración Educativa-ya que pueden ser una correa de trasmisión de ideas alternativas a los estudiantes (Kelly y Jones, 2007;Smith y Villareal, 2015).…”

Section: Consideraciones Finalesunclassified

¿Qué sub-competencias digitales muestran unos alumnos de 4º de la eso ante una animación sobre una reacción química a nivel microscópico?

Valverde-Crespo

Sánchez

Bueno

2017

Apice Rev Educ Cient

View full text Add to dashboard Cite

Es preciso conocer qué competencias tiene el alumnado, adquiridas dentro o fuera del aula, como paso previo para tratar de actuar sobre ellas. El presente estudio pretende describir cómo utilizan la información contenida en una animación un grupo de 55 estudiantes de 4º de la ESO. La animación representaba una reacción química a nivel molecular y formaba parte del proyecto Ulloa, recurso didáctico ofrecido por la Administración Educativa para la enseñanza de la Química. Los resultados apuntan a que los participantes utilizan con facilidad la información de la animación para identificar ideas, hacer predicciones o realizar inferencias cercanas, pero presentan dificultades para localizar errores, justificar las inferencias cercanas o realizar inferencias lejanas.

show abstract

Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations

Cited by 122 publications

References 20 publications

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

Exploring the Design and Use of Molecular Animations that Conflict for Understanding Chemical Reactions

¿Qué sub-competencias digitales muestran unos alumnos de 4º de la eso ante una animación sobre una reacción química a nivel microscópico?

Contact Info

Product

Resources

About