nach oben

Journal of Science Education and Technology

Erschienen in:

01.06.2014

Using Drawing Technology to Assess Students’ Visualizations of Chemical Reaction Processes

verfasst von: Hsin-Yi Chang, Chris Quintana, Joseph Krajcik

Erschienen in: Journal of Science Education and Technology | Ausgabe 3/2014

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

In this study, we investigated how students used a drawing tool to visualize their ideas of chemical reaction processes. We interviewed 30 students using thinking-aloud and retrospective methods and provided them with a drawing tool. We identified four types of connections the students made as they used the tool: drawing on existing knowledge, incorporating dynamic aspects of chemical processes, linking a visualization to the associated chemical phenomenon, and connecting between the visualization and chemistry concepts. We also compared students who were able to create dynamic visualizations with those who only created static visualizations. The results indicated a relationship between students constructing a dynamic view of chemical reaction processes and their understanding of chemical reactions. This study provides insights into the use of visualizations to support instruction and assessment to facilitate students’ integrated understanding of chemical reactions.

Vorheriger Artikel Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students

Nächster Artikel Integration of Innovative Technologies for Enhancing Students’ Motivation for Science Learning and Career

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Pseudonyms are used for the students throughout this paper.

Abraham MR, Williamson VM, Westbrook SL (1994) A cross-age study of the understanding of five chemistry concepts. J Res Sci Teach 31:147–165CrossRef

Ahtee M, Varjola I (1998) Students’ understanding of chemical reaction. Int J Sci Educ 20:305–316CrossRef

Ainsworth S, Loizou A (2003) The effects of self-explaining when learning with text or diagrams. Cogn Sci 27:669–681CrossRef

Ainsworth S, Prain V, Tytler R (2011) Drawing to learn in science. Science 333:1096–1097CrossRef

Andersson B (1986) Pupils’ explanations of some aspects of chemical reactions. Sci Educ 70:549–563CrossRef

Chandrasegaran AL, Treagust DF (2009) Emphasizing multiple levels of representation to enhance students’ understandings of the changes occurring during chemical reactions. J Chem Educ 86:1433–1436CrossRef

Chang H-Y, Linn MC (2013) Scaffolding learning from molecular visualizations. J Res Sci Teach 50:858–886

Chang H-Y, Quintana C (2006) Student-generated animations: supporting middle school students’ visualization, interpretation and reasoning of chemical phenomena. In: Barab SA, Hay KE, Hickey DT (eds) Proceedings of the 7th international conference on learning sciences: making a difference, vol 1. International Society of the Learning Sciences, Bloomington, IN, pp 71–77

Chang H-Y, Quintana C, Krajcik JS (2010) The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter. Sci Educ 94:73–94

Cheng M, Gilbert JK (2009) Towards a better utilization of diagrams in research into the use of representative levels in chemical education. In: Gilbert JK, Treagust DF (eds) Multiple representations in chemical education, vol 4. Springer, The Netherlands, pp 55–73CrossRef

de Vos W, Verdonk AH (1987) A new road to reactions. J Chem Educ 64:692–694CrossRef

diSessa AA (2004) Meta-representation: native competence and targets for instruction. Cogn Instr 22:293–331CrossRef

Driver R (1985) Beyond appearances: the conservation of matter under physical and chemical transformations. In: Driver R (ed) Children’s ideas in science. Open University Press, Philadelphia, pp 145–169

Driver R, Squires A, Rushworth P, Wood-Robinson V (1994) Making sense of secondary science. Routledge, New York

Frailich M, Kesner M, Hofstein A (2009) Enhancing students’ understanding of the concept of chemical bonding by using activities provided on an interactive website. J Res Sci Teach 46:289–310CrossRef

Freyd JJ (1987) Dynamic mental representations. Psychol Rev 94:427–438CrossRef

Gabel D (1993) Use of the particle nature of matter in developing conceptual understanding. J Chem Educ 70:193–197CrossRef

Gabel D, Bunce D (1994) Research on problem solving: chemistry. In: Gabel D (ed) Handbook of research on science teaching and learning. MacMillian, New York, pp 301–326

Gilbert JK (2008) Visualization: an emergent field of practice and enquiry in science education. In: Gilbert JK, Reiner M, Nakhleh M (eds) Visualization: theory and practice in science education, vol 3. Springer, Dordrecht, pp 3–24CrossRef

Gilbert JK, Treagust DF (2009) Toward a coherent model for macro, submicro and symbolic representations in chemical education. In: Gilbert JK, Treagust DF (eds) Multiple representations in chemical education, vol 4. Springer, The Netherlands, pp 1–8CrossRef

Hegarty M (1992) Mental animation: inferring motion from static displays of mechanical systems. J Exp Psychol 18:1084–1102

Hegarty M, Kriz S, Cate C (2003) The roles of mental animations and external animations in understanding mechanical systems. Cogn Instr 21:325–360CrossRef

Hesse JJ, Anderson CW (1992) Students’ conceptions of chemical change. J Res Sci Teach 29:277–299CrossRef

Hoffler TN, Leutner D (2007) Instructional animation versus static pictures: a meta-analysis. Learn Instr 17:722–738CrossRef

Johnstone AH (1991) Why is science difficult to learn? Things are seldom what they seem. J Comput Assist Learn 7:75–83CrossRef

Johnstone AH (2000) Teaching of chemistry: logical or psychological? Chem Educ: Res Pract Eur 1:9–15

Karacop A, Doymus K (2013) Effects of jigsaw cooperative learning and animation techniques on students’ understanding of chemical bonding and their conceptions of the particulate nature of matter. J Sci Educ Technol 22:186–203CrossRef

Kelly RM, Jones LL (2007) Exploring how different features of animations of sodium chloride dissolution affect students’ explanations. J Sci Educ Technol 16:413–429CrossRef

Kern AL, Wood NB, Roehrig GH, Nyachwaya J (2010) A qualitative report of the ways high school chemistry students attempt to represent a chemical reaction at the atomic/molecular level. Chem Educ Res Pract 11:165–172CrossRef

Kozma RB (2003) The material features of multiple representations and their cognitive and social affordances for science understanding. Learn Instr 13:205–226CrossRef

Kozma RB, Russell J (2005) Students becoming chemists: developing representational competence. In: Gilbert JK (ed) Visualization in science education. Springer, The Netherlands, pp 121–145CrossRef

Kozma RB, Russell J, Jones T, Marx N, Davis J (1996) The use of multiple, linked representations to facilitate science understanding. In: Vosniadou S, Corte ED, Glaser R, Mandl H (eds) International perspectives on the design of technology-supported learning environments. Lawrence Erlbaum Associates, Mahwah, pp 41–60

Krajcik JS (1991) Developing students’ understanding of chemical concepts. In: Glynn SM, Yeany RH, Britton BK (eds) The psychology of learning science. Lawrence Erlbaum Associates, Hillsdale, NJ, pp 117–147

Levy D (2012) How dynamic visualization technology can support molecular reasoning. J Sci Educ Technol. doi:10.1007/s10956-012-9424-6

Linn MC (2006) The knowledge integration perspective on learning and instruction. In: Sawyer RK (ed) The Cambridge handbook of the learning sciences. Cambridge University Press, New York, pp 243–264

Miller D, Linn MC (2013) How does traditional science education assess visual and spatial thinking? Paper presented in session “using visual and spatial thinking in science education” at the 2013 annual meeting of the American Educational Research Association (AERA), San Francisco

Naah BM, Sanger MJ (2013) Investigating students’ understanding of the dissolving process. J Sci Educ Technol 22:103–112CrossRef

Nakhleh MB (1992) Why some students don’t learn chemistry: chemical misconceptions. J Chem Educ 69:191–196CrossRef

National Research Council (2007) Taking science to school: learning and teaching science in grades K-8. National Academy, Washington

National Research Council (2011) A framework for K-12 science education: practices, crosscutting concepts, and core ideas. The National Academies Press, Washington

Olson DR (2003) Psychological theory and educational reform. Cambridge University Press, Cambridge

Parnafes O (2010) Representational practices in the activity of student-generated representations (SGR) for promoting conceptual understanding. Paper presented at the 9th international conference of the learning sciences, Chicago

Roy M, Chi MTH (2005) The self-explanation principle in multi-media learning. In: Mayer RE (ed) The Cambridge handbook of multimedia learning. Cambridge University Press, Cambridge, pp 271–287CrossRef

Rutten N, van Joolingen WR, van der Veen JT (2012) The learning effects of computer simulations in science education. Comput Educ 58:136–153CrossRef

Schank P, Kozma RB (2002) Learning chemistry through the use of a representation-based knowledge building environment. J Comput Math Sci Teach 21:253–279

Schwarz CV, Reiser BJ, Davis EA, Kenyon L, Achér A, Fortus D, Shwartz Y, Hug B, Krajcik J (2009) Developing a learning progression for scientific modeling: making scientific modeling accessible and meaningful for learners. J Res Sci Teach 46:632–654

Stains M, Talanquer V (2008) Classification of chemical reactions: stage of expertise. J Res Sci Teach 45:771–793CrossRef

Stavridou H, Solomonidou C (1998) Conceptual reorganization and the construction of the chemical reaction concept during secondary education. Int J Sci Educ 20:205–221CrossRef

Tasker R, Dalton R (2008) Visualizing the molecular world—design, evaluation, and use of animations. In: Gilbert JK, Reiner M, Nakhleh M (eds) Visualization: theory and practice in science education. Springer, Dordrecht, pp 103–131CrossRef

Treagust DF, Chittleborough G (2001) Chemistry: a matter of understanding representations. In: Brophy J (ed) Subject-specific instructional methods and activities, vol 8. JAI An Imprint of Elsevier Science, New York, pp 239–267

Tversky B, Morrison JB, Betrancourt M (2002) Animation: can it facilitate? Int J Hum Comput Stud 57:247–262CrossRef

van Someren MW, Barnard YF, Sandberg JAC (1994) The think aloud method: a practical guide to modelling cognitive processes. Academic Press Inc., San Diego

Varma K, Linn MC (2012) Using interactive technology to support students’ understanding of the greenhouse effect and global warming. J Sci Educ Technol 21:453–464CrossRef

Wu H-K (2002) Middle school students’ development of inscriptional practices in inquiry-based science classrooms. Unpublished dissertation. University of Michigan, Ann Arbor

Wu H-K, Krajcik J, Soloway E (2001) Promoting understanding of chemical representations: students’ use of a visualization tool in the classroom. J Res Sci Teach 38:821–842

Xie Q, Tinker R (2006) Molecular dynamics simulations of chemical reactions for use in education. J Chem Educ 83:77CrossRef

Xie Q, Tinker R, Tinker B, Pallant A, Damelin D, Berenfeld B (2011) Computational experiments for science education. Science 332:1516–1517CrossRef

Zhang Z, Linn MC (2011) Can generating representations enhance learning with dynamic visualizations? J Res Sci Teach 48:1177–1198CrossRef

Titel: Using Drawing Technology to Assess Students’ Visualizations of Chemical Reaction Processes
verfasst von: Hsin-Yi Chang
Chris Quintana
Joseph Krajcik
Publikationsdatum: 01.06.2014
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 3/2014
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-013-9468-2

Premium Partner

Marktübersichten

Die im Laufe eines Jahres in der „adhäsion“ veröffentlichten Marktübersichten helfen Anwendern verschiedenster Branchen, sich einen gezielten Überblick über Lieferantenangebote zu verschaffen.

Zur Marktübersicht

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 3/2014

Helping Students Make Sense of Graphs: An Experimental Trial of SmartGraphs Software

Supporting Scientific Experimentation and Reasoning in Young Elementary School Students

Students’ Scientific Epistemic Beliefs, Online Evaluative Standards, and Online Searching Strategies for Science Information: The Moderating Role of Cognitive Load Experience

Epistemic Beliefs, Online Search Strategies, and Behavioral Patterns While Exploring Socioscientific Issues

A New Approach to Developing Interactive Software Modules Through Graduate Education

The Role of School District Science Coordinators in the District-Wide Appropriation of an Online Resource Discovery and Sharing Tool for Teachers

Premium Partner

Marktübersichten