How does viewing one computer animation affect students' interpretations of another animation depicting the same oxidation–reduction reaction?

Rosenthal, Deborah P.; Sanger, Michael J.

doi:10.1039/c3rp00006k

Cited by 15 publications

(11 citation statements)

References 41 publications

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“…A significant proportion of the chemistry education research literature, including a number of reviews, has been focused on computer visualization of the molecular level. − There is some overlap between computer visualization, virtual molecular models, and simulations of molecular-level phenomena (for instance, they each involve computer-generated imagery). In general, computer visualizations depict some aspect of a molecular-level phenomenon in a dynamic way.…”

Section: Evidence About How To Help Students Develop a Deep And Robus...mentioning

confidence: 99%

Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice

2018

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This Review of Chemistry Education Research (CER) provides an overview of the development of research in chemistry education from the early days, when ideas about how to teach chemistry and help students learn were guided by practitioner wisdom, to current research that is based on theories of learning and provides evidence from which to make arguments about improving teaching and learning. We introduce the dominant learning theories that have guided CER over the years and attempt to show how they have been integrated into modern research in chemistry education. We also provide examples of how this research can be used to inform the development and use of educational materials. Because CER literature is vast, we chose to limit the research we reviewed to those studies that help us answer three driving questions: (1) What should students know and be able to do with that knowledge? (2) How will we know that students have developed a coherent and useful understanding of chemistry? (3) What evidence do we have about how to help students develop a deep and robust understanding of chemistry?

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Section: Evidence About How To Help Students Develop a Deep And Robus...mentioning

confidence: 99%

Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice

2018

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“…Simulations designed with cognitive load theory in mind allow students to develop their understanding of increasingly complex scenarios in a step-wise manner. Rosenthal & Sanger (2013) found that students who watched a simple animation followed by a more complex animation representing redox reactions were better able to explain what they had viewed in the more complex one, because of their prior exposure to the simplified one. This result has a wide applicability in the use of simulations in our teaching: providing students with simulations should be done with care so as to select iterations of appropriate complexity to introduce one or two key concepts with each iteration.…”

Section: Simulationsmentioning

confidence: 98%

Harnessing technology in chemistry education

Seery¹

2016

NEW DIR TEACH PHYS SCI

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Using technology when teaching or to support learning is becoming more common place. This perspective discusses the use of technology in our teaching by considering it from the viewpoint of what we need to support our curricula, investigating how technology can help. Nine approaches that have become popular in recent years are outlined with particular emphasis on curriculum delivery problems that they could address, and some recent literature examples of where they have been used. The integration of technology argued for is considered under the umbrella of cognitive load theory, and arising out of this, an approach of how we might progress the use of technology in our teaching is suggested.

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“…More recently, researchers have employed animations and visualizations to present the molecular level of representation. Depicting the particulate properties of redox reactions benefited students' learning of different concepts related to oxidation and reduction processes [13][14][15][16]. However, students experienced learning difficulties when other levels of representation were missing, because it was hard for them to understand "that the animations are representing the submicroscopic level of the macroscopic events" [14].…”

Section: Introductionmentioning

confidence: 99%

Connecting Macroscopic, Molecular, and Symbolic Representations with Immersive Technologies in High School Chemistry: The Case of Redox Reactions

2022

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Redox reaction is a difficult concept to teach and learn in chemistry courses at the secondary level. Although the significance of connecting macroscopic, molecular, and symbolic levels of representation has been emphasized in the chemistry education literature, most redox instruction involves only macroscopic and symbolic representations. To address this challenge, we designed a blended-reality immersive environment (BRE) model, which blends a traditional experiment with immersive technologies to make the molecular representations of redox reactions visible. The effectiveness of this model in supporting students’ learning of redox reactions was first reported in a different article. In this paper, we further explore the features of BRE that drive learning gains. Results from six high school classes in the U.S. with 351 students indicate that integrating the molecular representation through adding the chemical bonds concept facilitates students in making connections between macroscopic and symbolic levels to promote learning. Dynamic demonstrations of electrons’ interaction with particles support students’ understanding of the nature of redox reactions. This study shows the promise of adopting immersive technologies to present all three representations of chemistry concepts in one learning model.

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How does viewing one computer animation affect students' interpretations of another animation depicting the same oxidation–reduction reaction?

Cited by 15 publications

References 41 publications

Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice

Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice

Harnessing technology in chemistry education

Connecting Macroscopic, Molecular, and Symbolic Representations with Immersive Technologies in High School Chemistry: The Case of Redox Reactions

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