Learning at the Sub-micro Level: Structural Representations

Bucat, Robert; Mocerino, Mauro

doi:10.1007/978-1-4020-8872-8_2

Cited by 70 publications

(50 citation statements)

References 20 publications

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“…36, No. 8, 1373-1407, http://dx.doi.org/10.1080/09500693.2013 also expected to manipulate and create mental visual representations at the macro and submicro levels (Bucat & Mocerino, 2009). For example, an understanding of the malleability of metals can be characterized by students' ability to mentally visualize the interaction of delocalized electrons and metal cations (at the submicro level) when a piece of metal is being pressed (at the macro level).…”

Section: Introductionmentioning

confidence: 98%

Students' Visualization of Metallic Bonding and the Malleability of Metals

Cheng

Gilbert

2013

International Journal of Science Education

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This study investigated the mental representations of metallic bonding and the malleability of metals held by three male students aged 14-15 (Year 10) who were attending a Hong Kong school. One student was selected by their chemistry teacher as representing each of the highest, the medium, and the lowest level of attainment in chemistry in a school that admitted students of average general attainment. The students were interviewed and their understandings probed through their provision of drawings and their interpretation of the diagrams that had been previously used by their teacher. Dual coding theory was used to interpret the relative significance of visual and verbal input and the interaction between the two for their understanding. There was evidence that students relied on verbal recall in providing their initial understandings and showed an appreciation of the nature of the structural components of the electron-sea model of metallic bonding. However, they varied in terms of their appreciation of the electrostatic force which was responsible for the malleability of metals. The study suggests that a clearer understanding of the electrostatic force involved can be attained when students experience visual and verbal representations simultaneously, a conclusion supported by dual coding theory. Principles for good practice in using diagrams in teaching are discussed.

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Section: Introductionmentioning

confidence: 98%

Students' Visualization of Metallic Bonding and the Malleability of Metals

Cheng

Gilbert

2013

International Journal of Science Education

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“…For example, a methyl group can be drawn as -CH 3 , -H 3 C or -Me (Bucat and Mocerino, 2009). For this purpose, a nomenclature system with its own rules and conventions was developed by practicing scientists in order to be able to communicate about chemical contents in a welldefined, but brief fashion.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Kozma and Russell (1997) declare the last capacity to present a major contribution to the notion of expertise in chemistry. Bucat and Mocerino (2009) advanced this aspect by using the example of substituted cyclohexane, which can be ''represented as a flat-looking hexagonal projection, or as a side-on view to show the 'chair' form, or as a Newman projection'' (p. 24). Since individual types of representations illuminate only specific features of a chemical content and thus contribute only to a part of its entire meaning, working with several types of representations and being able to translate between them is a necessity to grasp chemical contents as a whole (Cheng and Gilbert, 2009).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…With reference to Bucat and Mocerino (2009), one item asks for the translation of a flat-looking hexagonal projection into a side-on view showing the 'chair' form (item 7). In one item, rather simple and short organic compounds given in condensed Lewis formulae have to be transformed into corresponding skeleton formulae which have to be explicitly drawn (item 8).…”

Section: Translationmentioning

confidence: 99%

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An inventory for measuring student teachers' knowledge of chemical representations: design, validation, and psychometric analysis

Taskin

Bernholt

Parchmann

2015

Chem. Educ. Res. Pract.

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Chemical representations play an important role in helping learners to understand chemical contents.Thus, dealing with chemical representations is a necessity for learning chemistry, but at the same time, it presents a great challenge to learners. Due to this great challenge, it is not surprising that numerous national and international studies have shown that students have remarkable difficulties. Since most of the studies regarding chemical representations have focused on investigating high-school students' knowledge so far, little is known about university students' and especially student teachers' knowledge.The latter group is additionally challenged by the necessity of learning how to transform their own knowledge in order to teach chemical representations to their prospective students. Given this as a starting point, a paper-and-pencil test with 19 items in both semi-open and closed format was developed to investigate the extent of student teachers' knowledge of chemical representations. The present paper describes the design, validation, and psychometric analysis of this test instrument -the so-called Chemical Representations Inventory (CRI). The CRI includes a variety of chemical representations and chemical contents on both high-school and university level. Both classical test theory and Rasch modelling were used for the analysis. In addition, a qualitative analysis was performed, and factors which possibly influence the item difficulty were identified. Even though the CRI was originally developed for a sample of student teachers, it can also be used to measure chemistry students' knowledge on a basic level. Fig. 4 Wright maps of the data. The left side of each map reflects the distribution of the students according to their ability measured by the inventory (from most able at the top to least able at the bottom). The right side of the first map shows the items distributed from the most difficult at the top to the least difficult at the bottom. The right side of the second map shows the Thurstonian thresholds for the items with a partial credit coding. The notation xÁy is used to indicate the y-th threshold of the x-th item. For example, it was most difficult to achieve the second threshold, i.e. full credit, in item 14 and the easiest to get a partial credit in item 6. In both maps, M represents the mean and SD the standard deviation of personal abilities. The mean of the item difficulties is always centered automatically at zero. The difference of 0.33 logits between the students' and items' mean indicates that the CRI was slightly too easy for this sample of student teachers.

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“…Selisih tersebut disebabkan siswa kelas eksperimen mempelajari MAS sedangkan siswa kelas kontrol tidak mempelajari media yang sama. Siswa sulit mengerti bila penjelasan level submikroskopik menggunakan penjelasan kata-kata, gambar dua dimensi yang tidak bergerak, atau simbol-simbol [10], [12]. Media animasi menampilkan cara kerja kerja larutan penyangga dalam bentuk animasi bergerak sehingga siswa yang mempelajari MAS memiliki kemampuan memahami representasi submikroskopik lebih baik.…”

Section: Metode Penelitianunclassified

Pengaruh Media Animasi Submikroskopik Dalam Meningkatkan Kemampuan Representasi Siswa

Mashami¹,

Andayani²,

Gunawan³

2012

J. Pijar MIPA

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Abstrak : Penelitian ini bertujuan untuk mengetahui pengaruh Media Animasi Submikroskopik (MAS) dalam meningkatkan kemampuan representasi siswa pada setiap sub materi pokok larutan penyangga. Penelitian ini menggunakan nonequivalent pretest-posttest control group design. Hasil penelitian menunjukkan bahwa peningkatan (N-gain) kemampuan representasi siswa kelas eksperimen lebih tinggi (p=0,002) dibandingkan kelas kontrol. Selain itu, rata-rata N-gain kemampuan representasi siswa kelas eksperimen lebih tinggi daripada kelas kontrol pada setiap sub materi pokok. Konsep komponen larutan penyangga mengalami peningkatan tertinggi di kelas eksperimen (rata-rata N-gain = 81,21%). Konsep pH larutan penyangga mengalami peningkatan tertinggi di kelas kontrol (rata-rata N-gain = 76,42%). MAS memuat konsep larutan penyangga pada level submikroskopik dengan jelas sehingga dapat membantu siswa memahami konsep-konsep pada level makroskopik dan simbolik. Berdasarkan hasil penelitian ini disimpulkan bahwa MAS dapat meningkatkan kemampuan representasi siswa pada setiap sub materi pokok.Kata kunci: media animasi, submikroskopik, kemampuan, representasi.Abstract : This study aims to determine the effect of Submicroscopic Animation Media (MAS) to improve the representation of students in each sub subject matter of buffer solution . This study used a nonequivalent pretest -posttest control group design. The results showed that an increase (N-gain) representation capabilities experimental class students was higher (p = 0.002) than the control class. In addition, the average N-gain representation of students' ability for experimental class higher than control class on each sub subject matter. The concept of buffer components experienced the highest increase in the experimental class (the average N-gain = 81.21%). The concept of pH buffer solution experienced the highest increase in the control class (the average N-gain = 76.42%). MAS includes the concept of a buffer solution at submicroscopic level so clearly that it can help students understand the concepts of the macroscopic and symbolic levels. Based on the results of this study concluded that the MAS can increase representation of students' abilities in each sub subject matter.

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Learning at the Sub-micro Level: Structural Representations

Cited by 70 publications

References 20 publications

Students' Visualization of Metallic Bonding and the Malleability of Metals

Students' Visualization of Metallic Bonding and the Malleability of Metals

An inventory for measuring student teachers' knowledge of chemical representations: design, validation, and psychometric analysis

Pengaruh Media Animasi Submikroskopik Dalam Meningkatkan Kemampuan Representasi Siswa

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