Associating animations with concrete models to enhance students' comprehension of different visual representations in organic chemistry

Al‐Balushi, Sulaiman M.; Al-Hajri, Sheikha H.

doi:10.1039/c3rp00074e

Cited by 46 publications

(56 citation statements)

References 49 publications

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“…Some researchers have cautioned that the impact of technology might be due to the novelty effect which occurs when participants' enthusiasm and engagement increases because they are doing something different or new (Ayyildiza&Tarhan, 2013;Keller et al, 2005;Kirika&Boz, 2012). This novelty effect was also noticed when the impact of animations on students' understanding of organic chemistry was studied (Al-Balushi& Al-Hajri, 2014).…”

Section: Limitations and Recommendationsmentioning

confidence: 89%

Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

Al-Balushi

Al‐Balushi²

2018

INT J INSTRUCTION

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The aim of the current study is to examine the effectiveness of brain-based learning for student direct and postponed retention in science. There were three groups in the study-one control group and two experimental groups. Brain-based learning was used in the first experimental group (mental group). In addition, technology was used in the second group as a platform to deliver brain-based learning. The control group used conventional teaching methods. There were 197 participants from grade eight. We administered a science achievement test to the three groups as a pre-test (before the beginning of the study), as a post-test (at the end of the study), and as a postponed test (six weeks after the study ended). The post-test results indicated that the technology experimental group outperformed the control group. However, the postponed test results also showed that there was no significant difference between the control group and the technology group. On the other hand, the mental experimental group performed significantly better than the other two groups on the postponed test. We suggest that the novelty effect might play a role in wavering the impact of the use of technology, however further research is needed.

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Section: Limitations and Recommendationsmentioning

confidence: 89%

Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

Al-Balushi

Al‐Balushi²

2018

INT J INSTRUCTION

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“…Animations and illustrations are forms of external representations (Al-Balushi and Al-Hajri, 2014), which can help students visualize processes occurring on the sub-microscopic level, such as those described by the particulate nature of matter. In order for students to effectively make use of external representations, they must be able to make sense of the symbolic a Department of Chemistry, University of Texas-Pan American, information presented in the representations, and use the representations to make predictions (Al-Balushi and Al-Hajri, 2014).…”

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confidence: 99%

Using animations in identifying general chemistry students' misconceptions and evaluating their knowledge transfer relating to particle position in physical changes

Smith

Villarreal

2015

Chem. Educ. Res. Pract.

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This article reports on the types of views and misconceptions uncovered after assessing 155 freshman general chemistry students on the concept of particle position during the reversible physical change of melting, using the Melting Cycle Instrument, which illustrates particulate-level representations of a melting-freezing cycle. Animations involving particulate-level representations of phase changes including melting and freezing were viewed and discussed, and the students were assessed a second time, on the concept of particle position during the reversible physical change of dissolving, using the Dissolving Cycle Instrument, which illustrates particulate-level representations of a dissolving-solvent evaporation cycle. Overall, the results of the assessments showed that some misconceptions did remain after viewing and discussing the animations, and that the use of the animations had no effect on the students' views on the movement of particles within the liquid.

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“…In all cases, the goal is to help students “to visualize what chemists visualize”[10, p., 47]. The most prominent mode of ERs seen in the chemistry classroom has been static, two‐dimensional images from textbooks and those included in the lecture slides.…”

Section: Introductionmentioning

confidence: 99%

Hybrid images as part of the primary school chemistry class instruction: Mastering the concepts of amino acids and proteins

Rončević

Sedlar²,

Rodić

et al. 2019

Biochem Molecular Bio Educ

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In this study, a set of hybrid images was designed as a new and up‐to‐date unexamined type of external visual representations in the chemistry classroom. One challenging teaching theme was chosen (“Amino acids and proteins”), and the hybrid images were used among novices—primary school students. For the purpose of the study, two groups were formed: experimental and control. The experimental group was taught using the hybrid images, while the control group was subjected to a traditional approach. After conducting the experiment, no statistically significant difference in the average performances between the two groups was found. However, the experimental group outperformed the control group in several test items. Additionally, misconceptions appeared within the C group. The results showed that several hybrid images with a potentially good methodological design might help students to develop conceptual understanding of some important concepts of amino acids and proteins (e.g., formation of peptide bonds). © 2019 International Union of Biochemistry and Molecular Biology, 47(6):644–655, 2019.

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Associating animations with concrete models to enhance students' comprehension of different visual representations in organic chemistry

Cited by 46 publications

References 49 publications

Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

Using animations in identifying general chemistry students' misconceptions and evaluating their knowledge transfer relating to particle position in physical changes

Hybrid images as part of the primary school chemistry class instruction: Mastering the concepts of amino acids and proteins

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