Student misinterpretations and misconceptions based on their explanations of two computer animations of varying complexity depicting the same oxidation–reduction reaction

Rosenthal, Deborah P.; Sanger, Michael J.

doi:10.1039/c2rp20048a

Cited by 50 publications

(73 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These summaries were compiled into a list of common student misconceptions. The 21 misconceptions were described in greater detail in another paper (45). In the next step of the data analysis, numbers were assigned to the students' concepts based on these misconceptions.…”

Section: Discussionmentioning

confidence: 99%

“…In the next step of the data analysis, numbers were assigned to the students' concepts based on these misconceptions. Fifteen of the identified misconceptions (45) were converted into the nine concepts described in this study. Misconceptions 11 and 14 were based on the comments of a single student, and these misconceptions were not shown by any of the other 54 students in the study.…”

Section: Discussionmentioning

confidence: 99%

“…The questions were created by the two researchers based on a list of conceptual and propositional knowledge statements generated by the authors and described in a previous publication (45). The content validity of these questions was examined by asking two chemistry professors (each with over ten years of college teaching experience) to determine whether the interview questions address all of the ideas listed in the conceptual and propositional knowledge statements.…”

Section: Interview Scriptmentioning

confidence: 99%

See 2 more Smart Citations

How Does the Order of Viewing Two Computer Animations of the Same Oxidation-Reduction Reaction Affect Students’ Particulate-Level Explanations?

Rosenthal

Sanger

2013

ACS Symposium Series

Self Cite

View full text Add to dashboard Cite

This study compares how the order of viewing two different computer animations affects students' particulate-level explanations of an oxidation-reduction reaction. The animations differ primarily in the complexity of the visual images used. The explanations from participants viewing the more simplified animation followed by the more complex animation were compared to those from participants viewing the animations in the opposite order using analysis of covariance, with participants' explanations prior to viewing either animation as the covariate. This comparison showed that those viewing the more complex animation followed by the more simplified animation provided better explanations than those viewing them in the opposite order. These concepts included the absence of ion pairs, the electron transfer process, size changes in the atoms and ions, the source of the blue color in solution, the fact that water was not forcing this reaction to occur, and writing a balanced chemical equation for this reaction. Participants had less difficulty interpreting the more simplified animation, in part because it showed the charges of the atoms and ions, the number of electrons transferred from copper to silver, the 2:1 reacting ratio of silver and copper, the size changes occurring as silver and copper reacted, and the solution becoming darker

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Interview Scriptmentioning

confidence: 99%

See 1 more Smart Citation

How Does the Order of Viewing Two Computer Animations of the Same Oxidation-Reduction Reaction Affect Students’ Particulate-Level Explanations?

Rosenthal

Sanger

2013

ACS Symposium Series

Self Cite

View full text Add to dashboard Cite

show abstract

“…Instructor X showed a very detailed perspective with many water molecules while Instructors Y and Z were happy if the water molecules were present, but they were less concerned about the intermolecular forces being perfectly displayed. The presence of water can make it very challenging to notice the more important details of separated ions and how the ions migrate toward their respective electrodes (2,21,44). However, if water is left out of pictures, students may not recognize the importance of the water molecules in the migration of ions toward electrodes or worse they may not recognize that water is present.…”

Section: Discussionmentioning

confidence: 94%

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

Kelly

2013

ACS Symposium Series

View full text Add to dashboard Cite

“…[3][4][5][6][7][8][9][10][11][12][13] However, learning is often reported to be uneven, and many students continue to have difficulty conceptualizing the particulate level. 2,[14][15][16][17][18] Transforming students learning requires providing them with experiences where they must critically self-examine the assumptions and beliefs that have structured their interpretation of the experience. 19 The goal of this research has been to help students learn how to use experimental evidence, presented in videos, to evaluate the plausibility of three different molecular animations of a reaction event: One animation that is scientifically accurate and two that are inaccurate.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Design and Use of Molecular Animations that Conflict for Understanding Chemical Reactions

Kelly¹,

Hansen²

2017

Quim. Nova

View full text Add to dashboard Cite

publicado na web em 05/04/2017Understanding chemical reactions conceptually involves recognizing characteristics of observable phenomena and envisioning how atoms, ions and molecules move and interact to cause the macroscopic changes. Our research focuses on the development of effective strategies for designing and presenting visualizations (videos and animations) to assist students with making connections between macroscopic and molecular level behaviors of chemical reactions. Specifically, we study how students, who view videos of a redox reaction that exhibits obvious signs of macroscopic chemical change, can determine which molecular animation of a set of contrasting animations is best supported by its fit with experimental evidence. Herein we describe how we develop our videos and animations, and how students are learning from this animation task. Students who select inaccurate animation models are often enticed by a model that is easier to explain and fits with their understanding of reaction equations. We note that even though students indicate a preference for one animation over another, they often revise their drawn representations to fit with features from multiple animations. With the assistance of eye tracking research, we are gaining a better understanding of what students view and how they make sense of it.

show abstract

Student misinterpretations and misconceptions based on their explanations of two computer animations of varying complexity depicting the same oxidation–reduction reaction

Cited by 50 publications

References 54 publications

How Does the Order of Viewing Two Computer Animations of the Same Oxidation-Reduction Reaction Affect Students’ Particulate-Level Explanations?

How Does the Order of Viewing Two Computer Animations of the Same Oxidation-Reduction Reaction Affect Students’ Particulate-Level Explanations?

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

Exploring the Design and Use of Molecular Animations that Conflict for Understanding Chemical Reactions

Contact Info

Product

Resources

About