Investigating Students' Ability To Transfer Ideas Learned from Molecular Animations of the Dissolution Process

Kelly, Resa M.; Jones, Lawrence E.

doi:10.1021/ed085p303

Cited by 75 publications

(81 citation statements)

References 11 publications

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“…The misconception that ionic compounds form neutral ion pairs in water has been widely reported (19,45,(47)(48)(49)(50)(51)(52)(53). Participants were given a score for their demonstration (covariate) and post-animations interviews.…”

Section: Recognizing the Absence Of Ion Pairs In Solutionmentioning

confidence: 99%

How Does the Order of Viewing Two Computer Animations of the Same Oxidation-Reduction Reaction Affect Students’ Particulate-Level Explanations?

Rosenthal

Sanger

2013

ACS Symposium Series

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This study compares how the order of viewing two different computer animations affects students' particulate-level explanations of an oxidation-reduction reaction. The animations differ primarily in the complexity of the visual images used. The explanations from participants viewing the more simplified animation followed by the more complex animation were compared to those from participants viewing the animations in the opposite order using analysis of covariance, with participants' explanations prior to viewing either animation as the covariate. This comparison showed that those viewing the more complex animation followed by the more simplified animation provided better explanations than those viewing them in the opposite order. These concepts included the absence of ion pairs, the electron transfer process, size changes in the atoms and ions, the source of the blue color in solution, the fact that water was not forcing this reaction to occur, and writing a balanced chemical equation for this reaction. Participants had less difficulty interpreting the more simplified animation, in part because it showed the charges of the atoms and ions, the number of electrons transferred from copper to silver, the 2:1 reacting ratio of silver and copper, the size changes occurring as silver and copper reacted, and the solution becoming darker

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Section: Recognizing the Absence Of Ion Pairs In Solutionmentioning

confidence: 99%

How Does the Order of Viewing Two Computer Animations of the Same Oxidation-Reduction Reaction Affect Students’ Particulate-Level Explanations?

Rosenthal

Sanger

2013

ACS Symposium Series

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“…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

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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.

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“…In chemistry, recent reports have looked at differences in how students learn when using animations and simulations (Kelly & Jones, 2008;Akaygun & Jones, 2013). These tools aid in student understanding of the behaviour of chemicals without the cost and laboratory time required for in-the-laboratory exploration.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Student Learning in Remotely Controlled Instrumental Analyses

Meintzer

Sutherland

Kennepohl

2017

IRRODL

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The Canadian Remote Sciences Laboratories (CRSL) website (www.remotelab.ca) was successfully employed in a study of the differences in the performance and perceptions of students' about their learning in the laboratory (in-person) versus learning at a remote location (remote access). The experiment was completed both in-person and via remote access by 70 students, who performed essentially the same, academically, in the two modes. One set of students encountered the in-person laboratory first and then did the remote laboratory, while the other set of students did the activities in the reverse order. The student perception survey results (n = 46) indicated that the students found both experimental scenarios to be at appropriate levels of difficulty, clear to understand, and did not overall prefer one way of completing the experiment over the other. However, they felt that they learned more about the theory of the experiment, more hands-on skills, and more about the operation of the instrument when they performed the experiment in the laboratory in the presence of an instructor. They also believed that they learned more about the instrument operation from their laboratory partner when they completed the experiment in the laboratory, but learned more from their partner about the operation of the instrument software when they completed the procedure from a remote location.

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Investigating Students' Ability To Transfer Ideas Learned from Molecular Animations of the Dissolution Process

Cited by 75 publications

References 11 publications

How Does the Order of Viewing Two Computer Animations of the Same Oxidation-Reduction Reaction Affect Students’ Particulate-Level Explanations?

How Does the Order of Viewing Two Computer Animations of the Same Oxidation-Reduction Reaction Affect Students’ Particulate-Level Explanations?

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

Evaluation of Student Learning in Remotely Controlled Instrumental Analyses

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