Molecular Dynamics Simulations of Chemical Reactions for Use in Education

Xie, Charles; Tinker, Robert

doi:10.1021/ed083p77

Cited by 78 publications

(47 citation statements)

References 2 publications

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“…In particular, since IR cameras provide predominately macroscopic disciplinary affordances (Fredlund et al 2012), this technology is of limited value in the teaching of a particle interaction model of thermal phenomena. Here, instead we find other technology more attractive, such as particle interaction simulations (Wiser and Amin 2001; Perkins et al 2006;Xie and Tinker 2006), which is another approach to make the invisible visible. Recently, molecular interaction software has been incorporated also into the Knowledge Integration framework (Chang and Linn 2013;Xie and Tinker 2006), which for a long time relied on macroscopic approaches.…”

Section: Educational Implicationsmentioning

confidence: 85%

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

2015

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Integration of technology, social learning and scientific models offers pedagogical opportunities for science education. A particularly interesting area is thermal science, where students often struggle with abstract concepts, such as heat. In taking on this conceptual obstacle, we explore how hand-held infrared (IR) visualization technology can strengthen students’ understanding of thermal phenomena. Grounded in the Swedish physics curriculum and part of a broader research programme on educational uses of IR cameras, we have developed laboratory exercises around a thermal storyline, in conjunction with the teaching of a heat-flow model. We report a narrative analysis of how a group of five fourth-graders, facilitated by a researcher, predicts, observes and explains (POE) how the temperatures change when they pour hot water into a ceramic coffee mug and a thin plastic cup. Four chronological episodes are described and analysed as group interaction unfolded. Results revealed that the students engaged cognitively and emotionally with the POE task and, in particular, held a sustained focus on making observations and offering explanations for the scenarios. A compelling finding was the group’s spontaneous generation of multiple "what-ifs" in relation to thermal phenomena, such as blowing on the water surface, or submerging a pencil into the hot water. This was followed by immediate interrogation with the IR camera, a learning event we label instant inquiry. The students’ expressions largely reflected adoption of the heat-flow model. In conclusion, IR cameras could serve as an access point for even very young students to develop complex thermal concepts.

As per the Springer Copyright agreement, a Postprint of the Accepted Manuscript (PDF) is available via the personal website of the author(s) at the following link:

http://webstaff.itn.liu.se/~konsc/Haglund_Jeppsson_Schonborn_2015_Postprint

ThermalVi

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Section: Educational Implicationsmentioning

confidence: 85%

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

2015

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As per the Springer Copyright agreement, a Postprint of the Accepted Manuscript (PDF) is available via the personal website of the author(s) at the following link:

http://webstaff.itn.liu.se/~konsc/Haglund_Jeppsson_Schonborn_2015_Postprint

ThermalVi

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“…For example, studies have found that some interactive simulations made students confused (Clark et al, 2009;de Jong et al, 1998;Xie et al, 2006). There are four categories of confusion that students may encounter during an inquiry-based learning with simulations: 1) difficulties in generating and adapting hypotheses; 2) poorly designed experiments;…”

Section: Linking Together: Conceptual Learning Inquiry-based Learninmentioning

confidence: 99%

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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Two mixed-methods studies (a pilot study and a main study) were carried out to investigate the effectiveness of a novel inquiry-based learning method (named the Inquiry-based learning with Interactive Simulation -ILIS approach). The studies focused on 10 th grade students' conceptual understandings about force and motion in physics. In each of the studies, an explanatory mixed methods design was adapted to combine a quantitative phase with a qualitative phase. The initial quantitative phase employed a quasi-experimental method. Participants were randomly assigned to the ILIS approach (experimental group) and conventional instruction (control group) as learning methods. All participants were asked to respond to a test (modified Force Concept Inventory) and surveys (confidence in learning and inquiry process skills of hypothesising, operation, communication, and evaluation). The quantitative phase addresses the first research question: What is the effectiveness of the ILIS approach and conventional instruction respectively on student conceptual learning? The subsequent qualitative phase of each study involving interviewing participants to explore the way in which the students and teachers understood the conceptual learning in relation to potential performance achieved with the ILIS approach. The results showed significant gains in conceptual understanding about forces and motion and inquiry process skills by the experimental groups in comparison to the control groups. The students' inquiry process skills showed the same trend as conceptual learning. Confidence in learning also correlated with students' conceptual understanding. In contrast, the results showed that the conventional instruction has the same positive effect on improving students' confidence in learning as the ILIS approach. Qualitative findings induced that students in the experimental group reported individual perceptions and viewpoints. The qualitative phase involved interviews with three teachers and six students. It revealed that the ILIS approach offers meaningful benefits for students' conceptual understanding, which complements the findings from the quantitative phase. The findings suggested that the ILIS approach may have implications as a practical and effective teaching and learning method in enhancing students to develop their conceptual understanding in physics.ii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research ...

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“…A range of digital visualization and animation tools have recently emerged allowing students to view, interpret, and interact with molecular phenomena at various scales using 2D and 3D models, and relatively sophisticated simulations (Ozmen, 2011;Pallant & Tinker, 2004;Smith, Snir, & Raz, 2002;Stern, Barnea, & Shauli, 2008;Xie & Tinker, 2006). Research shows that there is value in providing opportunities to view multiple forms of representation (Ainsworth, 1999;Wu & Shah, 2004), in manipulating and interacting with physical models and visual representations, supporting metacognition and reflection related to the visualizations (Chang, Quintana, & Krajcik, 2009;Wu & Shah, 2004), and making links among these representations visible (Wu & Shah, 2004).…”

Section: Multiple Representationsmentioning

confidence: 99%

Atom Tracker: Designing a Mobile Augmented Reality Experience to Support Instruction About Cycles and Conservation of Matter in Outdoor Learning Environments

Kamarainen¹,

Metcalf²,

Grotzer³

et al. 2016

IJDL

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We describe a mobile augmented reality (AR) experience called Atom Tracker designed to help middle school students better understand the cycling of matter in ecosystems with a focus on the concept of conservation of matter and the processes of photosynthesis and respiration. Locationbased AR allows students to locate virtual "hotspots, " where they interact with multiple representations including vision-based AR animations of virtual atoms during ecological processes such as photosynthesis and physical LEGO® -based representations of molecules. This design case describes the design rationale, the iterative design process, the context for implementation, and reflections on the success and limitations of the Atom Tracker AR experience. An augmented reality interface was chosen due to theoretical support for its utility in supporting interaction with multiple representations (both physical and virtual) of atoms and molecules, the ability to condense and expand temporal and spatial scales associated with ecological processes, and its ability to explicitly situate these representations in real-world contexts that could support learning. Two significant design challenges that we recognized were (a) appropriately leveraging narrative, student engagement and agency when designing around the topic of atoms and molecules, which are inanimate and invisible; and (b) designing for engagement with both virtual and physical resources available during the experience.

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Molecular Dynamics Simulations of Chemical Reactions for Use in Education

Cited by 78 publications

References 2 publications

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Atom Tracker: Designing a Mobile Augmented Reality Experience to Support Instruction About Cycles and Conservation of Matter in Outdoor Learning Environments

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