Measuring Student Learning of Crystal Structures Using Computer-based Visualizations

Gentry, Susan P.; Faltens, Tanya; Wheeler, William A.; Schleife, André

doi:10.18260/1-2--30798

Cited by 1 publication

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“…Many studies to find out students' understanding and find the best strategy or model to teach the concept of crystal geometry have been conducted. However, the results showed that students had a low understanding of the concepts of crystal lattice and crystal symmetry, covalent bonds, metallic and ionic bonds, non-covalent bonds, molecular bonds, and crystal structures (Brock & Lingafelter, 1980;Gentry et al, 2018;Jones, 2018;Kelly et al, 2010;Steve Krause & Waters, 2012;Milenković et al, 2016;Politzer & Murray, 2017). These concepts are abstract concepts because they relate to very small particles.…”

Section: Introductionmentioning

confidence: 99%

High impact on students’ understanding of atomics radius on crystals geometry concept through implementation of JITT with 3D animation

Ayu

Jufriadi

Andinisari

2021

Momentum: Physics Education Journal

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This study was conducted to analyze the students 'initial and final understanding after the application of JITT with 3D animation, to identify students' responses and arguments, and to determine the impact of using JITT with 3D animation. This research involved 43 students of the 6th semester of the 2019-2020 academic year of the Physics Education study program of the Universitas PGRI Kanjuruhan Malang who took solid state physics course. Students' initial and final understanding was analyzed through responses and arguments presented during the pretest, while the impact of JITT application with 3D animation was analyzed based on the results of the pretest and posttest as well as student responses during the learning process expressed through short interviews and discussions. The qualitative and quantitative data generated from the mixed-method approach were analyzed simultaneously. The results show that the students understand that the atomic radius for all the different crystal lattices is the same, namely a/2. This was awakened by an early understanding of the general definition of the radius. However, after following the JITT stages with 3D animation, their understanding changed that the atomic radius of each crystal lattice is different in length. In addition, the results of statistical analysis showed that there was a very significant increase in the students' mastery of concepts from an average of 26.9 to 96.7. Meanwhile, the N-gain value is very high, namely 0.96 in the very effective category, which illustrates that JITT with 3D animation has had a high impact on students' understanding of atomic radius in the concept of crystal geometry.

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Section: Introductionmentioning

confidence: 99%

High impact on students’ understanding of atomics radius on crystals geometry concept through implementation of JITT with 3D animation

Ayu

Jufriadi

Andinisari

2021

Momentum: Physics Education Journal

View full text Add to dashboard Cite

show abstract

Measuring Student Learning of Crystal Structures Using Computer-based Visualizations

Abstract: In her current position at UC Davis, she is integrating computational modules into the undergraduate and graduate materials curriculum. She is specifically interested in students' computational literacy and life-long learning of computational materials science tools.

Cited by 1 publication

References 6 publications

High impact on students’ understanding of atomics radius on crystals geometry concept through implementation of JITT with 3D animation

High impact on students’ understanding of atomics radius on crystals geometry concept through implementation of JITT with 3D animation

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