Two studies comparing students’ explanations of an oxidation–reduction reaction after viewing a single computer animation: the effect of varying the complexity of visual images and depicting water molecules

Abstract

This paper describes two studies comparing students’ explanations of an oxidation–reduction reaction after viewing the chemical demonstration and one of two different particulate-level computer animations. In the first study, the two animations differed primarily in the complexity of the visual images. Students viewing the more simplified animation provided more correct explanations regarding the identity of water and nitrate ions in the animations, the absence of ion pairs, the correct ratios of silver to nitrate ions and silver ions to copper atoms, the electron transfer process, size changes in the atoms and ions as the reaction occurred, the source of blue colour in solution, and the driving force for the reaction. Students viewing the more simplified animation also wrote more correct balanced chemical equations for the reaction compared to students viewing the more complex animation. Students in the first study also noted that the more simplified animation did not depict extraneous information (camera angle changes, the overabundance of water molecules), and did depict relevant information (atom and ion charges, the number of electrons transferred, the source of the blue colour). In the second study, the two animations differed only by whether water molecules were shown or omitted from the animation. Students’ explanations for most concepts were similar for these two groups of students; however, students viewing the animation with water molecules omitted were better able to identify nitrate ions in the animation. The only difference the students in the second study noticed between the two animations is the presence or absence of water molecules, but these student did not agree as to whether showing or omitting water molecules was more beneficial. The results of the two studies together suggest that showing or omitting water molecules in the animations had a limited effect on students’ explanations of the oxidation–reduction process.

Limitations of Teaching and Learning Redox: A Systematic Review

“…Özkaya (2002) also stated that students can identify the direction of electron flow in a galvanic cell, however, they justify that electrons move from a region of high potential to a region of lower potential, a scientifically incorrect justification. Likewise, Cole et al (2019), Özkaya et al (2006) and Sesen and Tarhan (2013) showed that students cannot explain the flow of ions and electrons in a galvanic cell. Osterlund et al (2010) reported that textbooks use to describe a redox reaction from the perspective of the electrons transfer; thus, they only associated reduction with the gain of electrons and oxidation with the loss of electrons.…”

“…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);Hunter et al (2019);Loh et al (2018);Osman and Lee (2014); Osterlund et al(2010);Özkaya (2002);Özkaya et al (2006);Potgieter and Davidowitz (2011);Rahayu et al (2011);Rosenthal and Sanger (2012);Sesen and Tarhan (2013); Silverstein (2011);Yang et al (2004).Understanding the meaning and assigning of oxidation numbers.Brandriet and Bretz (2014); Childs and Sheehan (2009); Nyachwaya et al (2011); Ozdilek (2015); Schmidt and Volke (2003); Supasorn (2015). Differentiating the galvanic cells and electrolytic cells.…”

“…Lu et al (2019); Rollnick and Mavhunga (2014); Tan et al (2004).Understanding the concentration in a redox reaction Acar and Tarhan (2007)Aydin et al (2009);Gan, et al (2018).Differentiating ions, atoms, ionic compounds and molecules in a redox reaction Cole et al (2019),Hunter et al (2019)Kelly et al (2017) Understanding the Nernst equation and the relationship between Gibbs free energy, equilibrium constant and electrode potential Acar and Tarhan (2007)…”

“…;Günter and Alpat. (2017);Potgieter et al (2008).Understand that electron transfer changes the size of metal atoms or ionsCole et al (2019);Rosenthal and Sanger (2012).ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) https://doi.org/10.33225/pec/20.78.698 Understanding the mutual dependence of oxidation and reduction reactions. Haigh et al (2012); Osterlunnd et al (2010).…”