The Effect of Student-Constructed Animations versus Storyboards on Students’ Mental Rotation Ability, Equilibrium Content Knowledge, and Attitudes

Williamson, Vickie M.; Watkins, James T.; Williamson, Kenneth C.

doi:10.1021/bk-2013-1142.ch012

Cited by 9 publications

(11 citation statements)

References 25 publications

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“…Schank and Kozma (2002) found in their study that making a storyboard for the animation forced students to reason about the reactions in a more detailed way. In their study, Williamson et al (2013) investigated the effect of students generating animations using Chemsense versus generating storyboards (pencil and paper). Post tests on students' mental rotation ability and equilibrium content knowledge revealed significant gains regardless of method, and the authors call for further research on the effect of generating storyboards and animations with other concepts in chemistry.…”

Section: Student-generated Representationsmentioning

confidence: 99%

Representational challenges in animated chemistry: self-generated animations as a means to encourage students’ reflections on sub-micro processes in laboratory exercises

Berg

Orraryd

Pettersson

et al. 2019

Chem. Educ. Res. Pract.

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A central aspect of learning chemistry is learning to relate observations of phenomena to models of the sub-microscopic level of matter, and hence being able to explain the observable phenomena. However, research shows that students have difficulties discerning and comprehending the meaning of the sub-micro level and its models, and that practical work in its traditional form fails to help students to discern the relation between observations and models. Consequently, there is a strong call for new teaching activities to address these issues. This paper emerges from a growing number of studies showing that learning is supported when students are set to cooperatively create their own multimodal representations of science phenomena. In this paper, we explore the approach of letting students create their own stop-motion animation as a means to explain observations during practical work. The students’ work of producing a phenomenon in the laboratory and creating an animation was recorded (audio–video) to capture students’ verbal and non-verbal interactions and use of resources. Data was analysed using a thematic content analysis with a deductive approach aimed at identifying the aspects of chemistry content that are being reasoned. The analysis showed that the task enabled students to engage in reasoning concerning both the observations and the sub-micro-level models, and how they relate to each other. The task also enabled students to reason about features of the representation that are needed to make sense of both the observational and sub-microscopic aspects of a phenomenon, as well as reflecting upon the meaning of a model.

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Section: Student-generated Representationsmentioning

confidence: 99%

Representational challenges in animated chemistry: self-generated animations as a means to encourage students’ reflections on sub-micro processes in laboratory exercises

Berg

Orraryd

Pettersson

et al. 2019

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

show abstract

“…Authors describe the increase as a ''use it or lose it'' quantity. Williamson et al (2013) also found that college general chemistry students increased their mental rotation ability after a 2-week unit in which they were either drawing particles on storyboards or drawing them with a computer program (ChemSense). This is an area that we do not fully understand and which needs more research.…”

Section: Particulate Representationsmentioning

confidence: 91%

“…Software to create these student-generated animations can range from free (e.g., ChemSense at http:// chemsense.org/) to expense. Williamson et al (2013) found that students' content understanding of equilibrium and mental rotation ability was increased with the creation of storyboards and ChemSense computer animations, but that there was no difference between the treatments in the population of college chemistry students used. Their students were required to create one storyboard or animation for each of 2 weeks during a unit on equilibrium.…”

Section: Particulate Representationsmentioning

confidence: 97%

Teaching Chemistry Conceptually

Williamson

2014

Learning With Understanding in the Chemistry Classroom

Self Cite

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“…The results led the authors to suggest that a minimum degree of spatial ability is necessary to take full advantage of animations. Additionally, instructors have been encouraged to incorporate student generation of storyboards with paper and pencil or computer animations (using the computer program ChemSense) because both result in similar content knowledge gains on chemical equilibrium and increased mental rotation skills . Lastly, the interactivity level of touch screen technology (such as iPad use) allows students to manipulate 2D projections of 3D molecular images promoting representational competence more efficiently than manipulation of paper-based 2D images …”

Section: Chemistry Educationmentioning

confidence: 99%

Promotion of Spatial Skills in Chemistry and Biochemistry Education at the College Level

Oliver-Hoyo

Babilonia-Rosa

2017

J. Chem. Educ.

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Decades of research have demonstrated the correlation of spatial abilities to chemistry achievement and career selection. Nonetheless, reviews have highlighted the need and scarcity of explicit spatial instruction to promote spatial skills. Therefore, the goal of this literature review is to summarize what has been done during the past decade in chemistry and biochemistry education to promote spatial skills at the college level. In this review, we compare and contrast how these fields of study have used external representations and visualization tools in their instructional practices as well as the kinds of interventions and assessment efforts directed to promote and evaluate spatial skills. Our findings show that explicit instruction to promote spatial skills has been on the rise but not at the level of other cognitive skills. Therefore, implications for teaching and potential areas for investigation are suggested.

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The Effect of Student-Constructed Animations versus Storyboards on Students’ Mental Rotation Ability, Equilibrium Content Knowledge, and Attitudes

Cited by 9 publications

References 25 publications

Representational challenges in animated chemistry: self-generated animations as a means to encourage students’ reflections on sub-micro processes in laboratory exercises

Representational challenges in animated chemistry: self-generated animations as a means to encourage students’ reflections on sub-micro processes in laboratory exercises

Teaching Chemistry Conceptually

Promotion of Spatial Skills in Chemistry and Biochemistry Education at the College Level

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