How a Qualitative Study with Chemistry Instructors Informed Atomic Level Animation Design

Kelly, Resa M.

doi:10.1021/bk-2013-1142.ch009

Cited by 3 publications

(3 citation statements)

References 25 publications

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“…The tutorials were designed to scaffold complexity from the most simplistic solute species to the meticulous detail of the hydration sphere and solvent water to be consistent with the range of details noted by experts, in previous research, who were asked to describe the key attributes of these aqueous acidic solutions that they would expect their best general chemistry students to be able to describe. 35 While the second tutorial explicitly showed how the strong acid, hydrochloric acid, conducted, the third tutorial did not explicitly show how aqueous acetic acid would respond to a conductivity tester. Thus, students were required to apply how the species of a weak acid would behave based on their understanding of the strong acid's response and also their understanding of the structural nature of the weak acid, which was explicitly described as being comprised of mostly molecules and only a few dissociated ions.…”

Section: ■ Results and Discussionmentioning

confidence: 99%

“…Students’ pictures and oral explanations of aqueous hydrochloric acid and acetic acid were coded against a list of key events depicted in the tutorials to track features that students had in common with the tutorials, as well as features that varied from the tutorials. The tutorials were designed to scaffold complexity from the most simplistic solute species to the meticulous detail of the hydration sphere and solvent water to be consistent with the range of details noted by experts, in previous research, who were asked to describe the key attributes of these aqueous acidic solutions that they would expect their best general chemistry students to be able to describe . While the second tutorial explicitly showed how the strong acid, hydrochloric acid, conducted, the third tutorial did not explicitly show how aqueous acetic acid would respond to a conductivity tester.…”

Section: Resultsmentioning

confidence: 99%

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Insights into How Students Learn the Difference between a Weak Acid and a Strong Acid from Cartoon Tutorials Employing Visualizations

Kelly

Akaygün

2016

J. Chem. Educ.

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This article summarizes an investigation into how Flash-based cartoon video tutorials featuring molecular visualizations affect students' mental models of acetic acid and hydrochloric acid solutions and how the acids respond when tested for electrical conductance. Variation theory served as the theoretical framework for examining how students compared and contrasted their understanding of weak and strong acids to the tutorials. Specifically, students' ability to recognize variation between their mental models and the events portrayed in the videos was examined through picture construction exercises and semistructured interview questions focused on metacognitive monitoring. Interestingly, the items noticed as being in variance were items that were emphasized by still image representation in the tutorials prior to showing the visualizations. Mechanistic items, specifically movement of ionic species toward electrodes, were replicated in students' drawings only if they were explicitly conveyed, but students were not inclined to mention them as features in variance with their initial understanding. Overall, scaffolding animations in a cartoon context with explicit connections between experimental evidence and the submicroscopic level resulted in students being proficient at replicating what they explicitly observed both structurally and mechanistically.

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Section: ■ Results and Discussionmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Insights into How Students Learn the Difference between a Weak Acid and a Strong Acid from Cartoon Tutorials Employing Visualizations

Kelly

Akaygün

2016

J. Chem. Educ.

Self Cite

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“…In addition, digital tools have allowed us to highlight the dynamic proprieties of submicroscopic entities which are often very relevant in determining the physical and chemical behavior and that are not evident in still snapshots. Many examples of these kind of applications can be found in the literature ,− both for single molecules and for collections of them. Specialized online resources , are currently available to the teacher in order to implement personalized interactive material for their students.…”

Section: Introductionmentioning

confidence: 99%

Realistic Implementation of the Particle Model for the Visualization of Nanoparticle Precipitation and Growth

Vincenzo

Floriano

2019

J. Chem. Educ.

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An application for visualizing the aggregation of structureless atoms is presented. The application allows us to demonstrate on a qualitative basis, as well as by quantitatively monitoring the aggregate surface/volume ratio, that the enhanced reactivity of nanoparticles can be connected with their large specific surface. It is suggested that, along with the use of geometric analogies, this bottom-up approach can be effective in discussing the enhanced reactivity proprieties of nanoparticles. The application is based on a two-dimensional realistic dynamic model where atoms move because of their thermal and interaction potential energies, and the trajectories are determined by solving numerically Newton’s laws according to a Molecular Dynamics (MD) scheme. For this purpose, a web-based MD engine was adapted as needed. It is suggested that, when possible, using a realistic simulation rather than simple animations offers several advantages in the visualization of processes of interest in chemistry education. First, in a simulation the outcome of the process under study is not set a priori but it is the result of the dynamic evolution of the system; furthermore, specific parameters can be systematically varied, and the effects of these changes can be investigated. The application can be used at different levels of detail and in different instruction levels. Qualitative visual observations of the growing aggregates and of the progressive decrease of the reactive surface are suitable at all levels of instruction. Systematic investigations on the effect of changes of the atomic and aggregate sizes and temperature, suitable for senior high school and college courses, are also reported.

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Visualization: The Key to Understanding Chemistry Concepts

Jones

Kelly

2015

ACS Symposium Series

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How a Qualitative Study with Chemistry Instructors Informed Atomic Level Animation Design

Cited by 3 publications

References 25 publications

Insights into How Students Learn the Difference between a Weak Acid and a Strong Acid from Cartoon Tutorials Employing Visualizations

Insights into How Students Learn the Difference between a Weak Acid and a Strong Acid from Cartoon Tutorials Employing Visualizations

Realistic Implementation of the Particle Model for the Visualization of Nanoparticle Precipitation and Growth

Visualization: The Key to Understanding Chemistry Concepts

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