Enhancing Undergraduate Chemistry Learning by Helping Students Make Connections among Multiple Graphical Representations

Autor/in	Rau, Martina A.
Titel	Enhancing Undergraduate Chemistry Learning by Helping Students Make Connections among Multiple Graphical Representations
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 3, S.654-669 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c5rp00065c
Schlagwörter	College Science; Undergraduate Study; Correlation; Concept Formation; Science Instruction; Hypothesis Testing; Chemistry; Intelligent Tutoring Systems; Molecular Structure; Instructional Effectiveness; Prior Learning; Teaching Methods; Technology Uses in Education; Educational Technology; College Students; Experimental Groups; Control Groups; Comparative Analysis; Scoring Rubrics + Suchen Sie Ihr Suchwort? Grundstudium; Korrelation; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hypothesenprüfung; Hypothesentest; Chemie; Intelligentes Tutorsystem; Unterrichtserfolg; Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Collegestudent; Scoring formulas; Auswertungsbogen
Abstract	Multiple representations are ubiquitous in chemistry education. To benefit from multiple representations, students have to make connections between them. However, connection making is a difficult task for students. Prior research shows that supporting connection making enhances students' learning in math and science domains. Most prior research has focused on supporting one type of connection-making process: conceptually making sense of connections among representations. Yet, recent research suggests that a second type of connection-making process plays a role in students' learning: perceptual fluency in translating among representations. I hypothesized that combining support for both conceptual sense making of connections and for perceptual fluency in connection making leads to higher learning gains in general chemistry among undergraduate students. I tested this hypothesis in two experiments with altogether N = 158 undergraduate students using an intelligent tutoring system for chemistry atomic structure and bonding. Results suggest that the combination of conceptual sense-making support and perceptual fluency-building support for connection making is effective for students with low prior knowledge, whereas students with high prior knowledge benefit most from receiving perceptual fluency-building support alone. This finding suggests that students' learning in chemistry can be enhanced if instruction provides support for connection making among multiple representations in a way that tailors to their specific learning needs. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01