Evaluating the Educational Value of Molecular Structure Representations

Savec, Vesna Ferk; Vrtačnik, Margareta; Gilbert, John K.

doi:10.1007/1-4020-3613-2_14

Cited by 26 publications

(25 citation statements)

References 25 publications

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“…The positive effect of demonstrations on stimulating interest seems undisputed (Crouch et al, 2004;Di Stefano, 1996), but the educational benefits have been debated (Beall, 1996;Walton, 2002). Roberts et al (2005) found significantly increased understanding among the students when using physical models of molecular structure in an introductory biochemistry course, and results are supported by the findings of Savec et al (2005). Etkina et al (2002) and Crouch et al (2004) emphasize that the demonstration per se is not enough.…”

Section: Introductionmentioning

confidence: 74%

Physical models for classroom teaching in hydrology

Rodhe

2012

Hydrol. Earth Syst. Sci.

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Abstract. Hydrology teaching benefits from the fact that many important processes can be illustrated and explained with simple physical models. A set of mobile physical models has been developed and used during many years of lecturing at basic university level teaching in hydrology. One model, with which many phenomena can be demonstrated, consists of a 1.0-m-long plexiglass container containing an about 0.25-m-deep open sand aquifer through which water is circulated. The model can be used for showing the groundwater table and its influence on the water content in the unsaturated zone and for quantitative determination of hydraulic properties such as the storage coefficient and the saturated hydraulic conductivity. It is also well suited for discussions on the runoff process and the significance of recharge and discharge areas for groundwater. The flow paths of water and contaminant dispersion can be illustrated in tracer experiments using fluorescent or colour dye. This and a few other physical models, with suggested demonstrations and experiments, are described in this article. The finding from using models in classroom teaching is that it creates curiosity among the students, promotes discussions and most likely deepens the understanding of the basic processes.

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Section: Introductionmentioning

confidence: 74%

Physical models for classroom teaching in hydrology

Rodhe

2012

Hydrol. Earth Syst. Sci.

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“…Outros estudos, [9][10][11][12] reforçaram o princípio de que a visualização ocupa um papel central na aprendizagem, uma vez que os estudantes do ensino médio e superior apresentam dificuldades para interpretar fenômenos e transformações químicas em termos de modelos representacionais atualmente aceito. 13 De qualquer perspectiva que se investigue, é fato que professores pesquisadores e profissionais de química necessitam ter o domínio de expressar os conhecimentos químicos pela articulação das três dimensões da realidade: macroscópica, submicroscópica e representacional.…”

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“…Ao analisar a figura, percebe-se que a maioria dos professores considera como 'visualização' imagens (itens 1,2,3,7,8,11,12) que representam esferas (modelo atômico de Dalton). Mesmo com a evolução do modelo atômico, a representação deste ainda é utilizada nos livros didáticos e pelos próprios professores como se apresentassem o modelo "concreto" do átomo, considerando-os esferas maciças.…”

Section: Figura 2 Gráfico Que Compreende a Faixa Etária Dos Professounclassified

Explorando as percepções de professores em serviço sobre as visualizações no ensino de química

Vasconcelos

Arroio

2013

Quím. Nova

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“…One of the many benefits of DCVs in science instruction is that they are better than static visualizations in serving as conceptual references for complex, dynamic molecular representations and processes (Marbach-Ad et al 2008;Smetana and Bell 2012;Savec et al 2005). Furthermore, recent NRC reports have called for creative ways of incorporating computer technology including DCV in assessing students' science understanding and practices (National Research Council 2014).…”

Section: Introductionmentioning

confidence: 99%

Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design

Sung

Shen

Jiang

et al. 2017

RPTEL

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This study describes the impact of embedding dynamic computer visualization (DCV) in an online instrument that was designed to assess students' understanding of osmosis. The randomized posttest-only control group research was designed to compare the effect and the perceived helpfulness of the integration of DCV before and after the administration of an osmosis instrument. College students from three large classes (N = 640) were randomly assigned to participate in the research through an online system. Rasch-PCM was applied to determine the psychometric properties of the instrument and differentiate the student's understanding of osmosis. Welch two-sample t test was applied to examine whether there was significant discrepancy between groups. Multiple regressions analysis was conducted to evaluate the association between predictors and the student's understanding level, alluding to the performance on the online instrument. We found (a) the psychometric properties of the instrument with DCVs were reliable with good construct validity, (b) students who viewed DCV before they took the assessment performed better than those without, especially on solvation-related items, (c) students' time spent on the DCVs significantly contributed to their performance, (d) the current data analytics enabled us to study respondents' DCV navigation behavior, and (e) we summarized how participants perceived DCVs that are in the assessment. Educational implications and significance of this study is also discussed.

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Evaluating the Educational Value of Molecular Structure Representations

Cited by 26 publications

References 25 publications

Physical models for classroom teaching in hydrology

Physical models for classroom teaching in hydrology

Explorando as percepções de professores em serviço sobre as visualizações no ensino de química

Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design

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