"Like They Are Everyday Substances, You Like See Them, Hold Them, Use Them Every Day": Students' Understanding of Big Ideas and Macro and Submicro Chemistry Phenomena in the Context of Computer-Based Models

Autor/inn/en	Waight, Noemi; Liu, Xiufeng; Whitford, Melinda
Titel	"Like They Are Everyday Substances, You Like See Them, Hold Them, Use Them Every Day": Students' Understanding of Big Ideas and Macro and Submicro Chemistry Phenomena in the Context of Computer-Based Models
Quelle	In: Research in Science Education, 53 (2023) 5, S.935-960 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Waight, Noemi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-023-10114-9
Schlagwörter	Chemistry; Scientific Concepts; Computer Assisted Instruction; Models; High School Students + Suchen Sie Ihr Suchwort? Chemie; Computer based training; Computerunterstützter Unterricht; Analogiemodell; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This study examined high school chemistry students' understandings of big ideas--matter and energy, how these understandings are related to macro and submicro representations and fine-grained distinguishing characteristics of students' explanations. The study was conducted in the context of computer-based models and model-based assessments. Qualitative analysis, descriptive statistics and a stepwise Regression model was run to examine students' explanations to assessment questions and their relationship to quantitative measures of students' understandings of big ideas. Students' explanations revealed consistent level 1 and 2 understandings for each big idea. When we examined the relationship between explanations and students' understandings of big ideas, the step-wise regression model was statistically significant for matter and energy. At the fine-grained level, students' explanations revealed distinct clusters--knowledge components that students used to construct descriptive and explanatory explanations for each level of understanding. These findings have implications for effective instructional approaches, targeted enactment of computer-based models and understandings of the range of novice chemistry understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01