The effect that comparing molecular animations of varying accuracy has on students’ submicroscopic explanations

Abstract

In this qualitative study, we examined how a group of seventeen first semester General Chemistry students responded when they were shown contrasting molecular animations of a reduction–oxidation (redox) reaction between solid copper and aqueous silver nitrate for which they first viewed a video of the actual experiment. The animations contrasted in that they portrayed different reaction mechanisms for the redox reaction. One animation was scientifically accurate and reflected an electron exchange mechanism, while the other was purposefully inaccurate and represented a physical exchange between the ions. Students were instructed to critique each animation for its fit with the experimental evidence and to ultimately choose the animation that they felt best depicted the molecular level of the chemical reaction. Analyses showed that most students identified that the electron exchange animation was the more scientifically accurate animation; however, approximately half of the students revised their drawings to fit with the inaccurate physical exchange animation. In addition, nearly all students thought that both animations were correct and useful for understanding salient information about the redox reaction. The results indicate that when students are shown contrasting animations of varying accuracy they make errors in deciding how the animations are supported and refuted by the evidence, but the treatment is effective. Contrasting animations promote students to think deeply about how animations fit with experimental evidence and is a promising way to engage students to think deeply about animations.

Limitations of Teaching and Learning Redox: A Systematic Review

“…Tarkin and Uzuntiryaki-Kondakci (2017) reported that students had difficulty applying their theoretical knowledge about oxidationreduction concepts when interpreting daily life events. Cole et al (2019), Haigh et al (2012), Kelly et al (2017) and Testa et al (2018) identified that students were not able to correctly correlate the color change with the oxidation / reduction of the substance. In addition, many students were unable to identify the source of the color change in solution.…”

“…Cole et al (2019);Haigh et al (2012);Kelly et al (2017);Koenig et al (2019);Llanos et al (2019);Lee (2007);Niaz and Chacón (2003);Tarkin and Uzuntiryaki-Kondakci (2017); Testa et al(2018);Yang et al (2004);Yang et al (2003).Identifying the species that reduces and the species that oxidizes Acar and Tarhan (2007)Eybe and Schmidt (2001);Messersmith (2014);Niaz (2002);Niaz and Chacón (2003);Schmidt and Volke (2003); Schultz(2008); Supasorn (2015); Rosenthal and Sanger (2012).…”

Pesquisa Bibliográfica: As Reações De Oxirredução De Acordo Com Os Modelos Mentais

“…Além da transferência, outras dificuldades contribuem para que este conteúdo seja considerado de difícil compreensão pelos estudantes devido ao seu alto grau de abstração, como por exemplo, em relação aos seguintes conceitos: oxidação e redução, agente oxidante e redutor, números de oxidação, etc. (Akram, Surif & Ali, 2014;Freire, Junior & Silva, 2011;Goes, Fernandez & Agostinho, 2016;Kelly, Akaygun, Hansen & Cerdas, 2017;Dow, 2018, Klein & Braibante, 2017. A partir disso, percebe-se que vários são os fatores que corroboram para o surgimento dos diferentes obstáculos no processo de ensino e aprendizagem a respeito deste conteúdo, gerando cada vez menos indícios de aprendizagem significativa (na visão de Ausubel, 1982).…”

Capturing Preservice Chemistry Teachers’ Visual Representations of Redox Reactions through Storyboards

“…Recently, some researchers explored students’ understanding of redox reactions at the submicroscopic level as connected with the macroscopic level, involving students in a laboratory practicum, a demonstration of a redox reaction and an observation in a natural setting, making use of computer animations, or a redox concept inventory, which was developed based on information from student interviews . Österlund and Ekborg investigated students’ reasoning about redox reactions for three different situations.…”