Visualization and interactivity in the teaching of chemistry to science and non-science students

Venkataraman, Bhawani

doi:10.1039/b901462b

Cited by 39 publications

(28 citation statements)

References 18 publications

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“…This is especially true for chemistry since the subject relies heavily on theoretical models of the invisible world of atoms (Kozma and Russell, 1997;Kozma, 2003;Tasker and Dalton, 2008;Phillips et al, 2010). Static visualisations help students to develop meaning at the sub-microscopic level (Barnea and Dori, 1996;Dori and Barak, 2001;Venkataraman, 2009). For example, Wu and Shah (2004) concluded from their literature review that it is critical for students to manipulate concrete models in order to develop the ability to represent concepts at the sub-micro level.…”

Section: Introductionmentioning

confidence: 99%

Representational challenges in animated chemistry: self-generated animations as a means to encourage students’ reflections on sub-micro processes in laboratory exercises

Berg

Orraryd

Pettersson

et al. 2019

Chem. Educ. Res. Pract.

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A central aspect of learning chemistry is learning to relate observations of phenomena to models of the sub-microscopic level of matter, and hence being able to explain the observable phenomena. However, research shows that students have difficulties discerning and comprehending the meaning of the sub-micro level and its models, and that practical work in its traditional form fails to help students to discern the relation between observations and models. Consequently, there is a strong call for new teaching activities to address these issues. This paper emerges from a growing number of studies showing that learning is supported when students are set to cooperatively create their own multimodal representations of science phenomena. In this paper, we explore the approach of letting students create their own stop-motion animation as a means to explain observations during practical work. The students’ work of producing a phenomenon in the laboratory and creating an animation was recorded (audio–video) to capture students’ verbal and non-verbal interactions and use of resources. Data was analysed using a thematic content analysis with a deductive approach aimed at identifying the aspects of chemistry content that are being reasoned. The analysis showed that the task enabled students to engage in reasoning concerning both the observations and the sub-micro-level models, and how they relate to each other. The task also enabled students to reason about features of the representation that are needed to make sense of both the observational and sub-microscopic aspects of a phenomenon, as well as reflecting upon the meaning of a model.

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Section: Introductionmentioning

confidence: 99%

Representational challenges in animated chemistry: self-generated animations as a means to encourage students’ reflections on sub-micro processes in laboratory exercises

Berg

Orraryd

Pettersson

et al. 2019

Chem. Educ. Res. Pract.

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show abstract

“…Este es el caso de trabajos sobre la mejora de habilidades relacionadas con la resolución de problemas cuantitativos (Diederen et al, 2005), conceptos y procedimientos asociados a la medida de variables físicas (Kiboss, 2002), desarrollo de destrezas espaciales relacionadas con la geografía o la astronomía (Piburn et al, 2005;Hasen et al, 2004) o mejora de la comprensión de conceptos claves en química y física (Trindade et al, 2002;Venkataraman, 2009;Zucker y Hug, 2008).…”

Section: Consideraciones Finalesunclassified

Nuevas tecnologías y aprendizaje significativo de las ciencias

Quesada

Armenteros

2014

ensciencias

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Este trabajo pretende fomentar la reflexión sobre el potencial de la tecnología educativa para promover el aprendizaje significativo de las ciencias. Con este propósito se recurre a la literatura especializada, para mostrar algunos resultados de investigación sobre la aplicación de las TIC a la enseñanza de las ciencias (herramientas de adquisición de datos, programas de modelización, simulaciones, laboratorios virtuales…). El valor formativo de dichas aplicaciones se discute desde los actuales conocimientos acerca de cómo los individuos aprenden, mostrando el potencial de estos recursos para superar los obstáculos específicos asociados al aprendizaje efectivo de las ciencias (ideas previas, falta de contextos significativos, grado de abstracción de modelos y teorías…). No obstante, también se ofrece una visión crítica señalando riesgos y limitaciones.

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“…Understanding the concept of chemistry can be realized through several representational abilities byKozma & Rusell [6], which includes a) representing chemistry phenomena at various levels; b) predicting the nature of chemicals and their movement processes; c) identifying and analyzing representational features using words; d) distinguishing representations that can explain something in common but through different ways; e) connecting different representations to map features of one representation; f) understanding that the representation is in accordance with observed phenomenon; and g) using representations and features as evidence to support claims, draw conclusions, and make predictions related to observed phenomena. However, in fact, the result by [7,8] indicated that not all of these abilities are owned by students, because mastery of chemical representations is not easy.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review: How are Mental Model of Chemistry Concepts?

Wardah¹,

Wiyarsi²

2020

ujer

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This descriptive content analysis study was carried out to review students and pre-service teachers ' mental model of chemistry concepts. This study was motivated by difficulties experienced by students and teachers in the process of learning chemistry. This study put on criteria with specific keyword about a mental model in chemistry concepts and a period of 2009 till 2019 which relevant databases yielded a total of 66 articles. This study covers 41 qualitative studies, 18 quantitative studies, and this remains mix method studies. Article ' s aspects focused on such parameters as aim, method, sample, data collection tool, data analysis, chemistry concept, mental model theory, and recommendation of studies. Using content analysis, as a result was known that most studies used qualitative methods with a variety of data collection tools and data analysis techniques. Moreover, these mental models studies were mostly involved students who learned inorganic chemistry. General conclusions from this study in the importance form of the mental model exploration to master the chemistry concepts and this is intended to improve the chemistry learning process. This research also implies to do good innovative changes in various aspects to improve their scientific mental model. These changes include to innovate classroom practices, further researches, curriculum policy, and learning media developer.

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Visualization and interactivity in the teaching of chemistry to science and non-science students

Cited by 39 publications

References 18 publications

Representational challenges in animated chemistry: self-generated animations as a means to encourage students’ reflections on sub-micro processes in laboratory exercises

Representational challenges in animated chemistry: self-generated animations as a means to encourage students’ reflections on sub-micro processes in laboratory exercises

Nuevas tecnologías y aprendizaje significativo de las ciencias

A Systematic Review: How are Mental Model of Chemistry Concepts?

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