The Effect of Viewing Order of Macroscopic and Particulate Visualizations on Students’ Particulate Explanations

Williamson, Vickie M.; Lane, Sarah; Gilbreath, Travis; Tasker, Roy; Ashkenazi, Guy; Williamson, Kenneth C.; Macfarlane, Ronald D.

doi:10.1021/ed100828x

Cited by 18 publications

(15 citation statements)

References 21 publications

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“…Research evaluating the effectiveness of computer animations depicting the behavior of atoms, molecules, and ions has shown that these visualization techniques can improve students' particulate-level explanations of chemical phenomena (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13). In his review of the chemical education research involving the use of computer animations, Sanger (14) summarized the evidence for the effectiveness of particulate-level computer animations compared to instruction without particulate drawings and to instruction with static particulate drawings, and found that although computer animations can sometimes introduce new misconceptions, these animations appear to be useful in helping students to develop particulate-level understanding of many chemical reactions.…”

Section: Introductionmentioning

confidence: 99%

“…In a follow up study, Williamson et al (13) compared students' particulate-level explanations of the three diffusion experiments described by Velázquez-Marcano et al (8). Half of the students in the newer study viewed the videos first and the animations second, while the other half viewed the animations first and the videos second; both sets of students then viewed the animation and video simultaneously.…”

Section: Introductionmentioning

confidence: 99%

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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: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

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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“…Chemical education literature contains numerous studies that demonstrate the importance of providing students with some type of molecular model when they are carrying out tasks that require the use of spatial reasoning skills (Barak, 2013;Booth et al, 2005;Suits & Sanger, 2013;Williamson et al, 2012). Springer demonstrated that organic chemistry students who watched an instructor properly manipulate computer models outperformed their peers who did not witness the manipulation (Springer, 2014).…”

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confidence: 99%

Augmented Reality Chemistry: Transforming 2-D Molecular Representations into Interactive 3-D Structures

Behmke

Kerven

Lutz

et al. 2018

stem

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Spatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps can use the camera on a smartphone to turn 2-D paper-based molecular models into 3-D models the user can manipulate. This paper will discuss the development, implementation, and assessment of an augmented reality app that transforms 2-D molecular representations into interactive 3-D structures. AbstractSpatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps can use the camera on a smartphone to turn 2-D paper-based molecular models into 3-D models the user can manipulate. This paper will discuss the development, implementation, and assessment of an augmented reality app that transforms 2-D molecular representations into interactive 3-D structures.

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“…The study was repeated looking for differences in the reason student gave for the phenomena in the three fluid experiments (Williamson et al, 2012). The VA group (n= 207) was compared to the AV group (n=249).…”

Section: Valequezmentioning

confidence: 99%

What is the research evidence for using visualization techniques in the chemistry classroom? How should these techniques be implemented?

Williamson¹

2015

LUMAT

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The goal of chemistry education research is to improve student understanding by investigating the theoretical issues surrounding the teaching and learning of chemistry and by assessing various teaching techniques or strategies in light of these issues. Visualization techniques for the classroom have been proposed in the research literature, but these techniques are often perceived as difficult, confusing, or expensive to implement by instructors. Visualization techniques can involve the use of physical models, role-playing, fixed computer models, student-generated visualizations, animations, and simulations. The use of visualizations in the classroom is believed to promote the

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The Effect of Viewing Order of Macroscopic and Particulate Visualizations on Students’ Particulate Explanations

Cited by 18 publications

References 21 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?

Augmented Reality Chemistry: Transforming 2-D Molecular Representations into Interactive 3-D Structures

What is the research evidence for using visualization techniques in the chemistry classroom? How should these techniques be implemented?

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