Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students' Explanations

Autor/inn/en	Kelly, Resa M.; Jones, Loretta L.
Titel	Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students' Explanations
Quelle	In: Journal of Science Education and Technology, 16 (2007) 5, S.413-429 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-007-9065-3
Schlagwörter	Animation; Chemistry; Molecular Structure; Misconceptions; Qualitative Research; Science Process Skills; Scientific Methodology; Scientific Concepts; Interpretive Skills; Science Experiments; Active Learning; Problem Based Learning; College Students + Suchen Sie Ihr Suchwort? Chemie; Missverständnis; Qualitative Forschung; Interpretationsmethode; Aktives Lernen; Problem-based learning; Problemorientiertes Lernen; Collegestudent
Abstract	Animations of molecular structure and dynamics are often used to help students understand the abstract ideas of chemistry. This qualitative study investigated how the features of two different styles of molecular-level animation affected students' explanations of how sodium chloride dissolves in water. In small group sessions 18 college-level general chemistry students dissolved table salt in water, after which they individually viewed two animations of salt dissolution. Before and after viewing each animation the participants provided pictorial, written, and oral explanations of the process at the macroscopic and molecular levels. The students then discussed the animations as a group. An analysis of the data showed that students incorporated some of the microscopic structural and functional features from the animations into their explanations. However, oral explanations revealed that in many cases, participants who drew or wrote correct explanations did not comprehend their meanings. Students' drawings may have reflected only what they had seen, rather than a cohesive understanding. Students' explanations given after viewing the animations improved, but some prior misconceptions were retained and in some cases, new misconceptions appeared. Students reported that they found the animations useful in learning; however, they sometimes missed essential features when they watched the animation alone. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10