Asymmetric Translation between Multiple Representations in Chemistry

Autor/inn/en	Lin, Yulan I.; Son, Ji Y.; Rudd, James A., II
Titel	Asymmetric Translation between Multiple Representations in Chemistry
Quelle	In: International Journal of Science Education, 38 (2016) 4, S.644-662 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1144945
Schlagwörter	Chemistry; Science Instruction; Scientific Concepts; Teaching Methods; Undergraduate Students; Psychology; Student Evaluation; Concept Formation; Models; Stimuli; Video Technology; Pretests Posttests; Intervention; Coding; Statistical Analysis; Comparative Analysis; Assignments + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie; Schulnote; Studentische Bewertung; Concept learning; Begriffsbildung; Analogiemodell; Anreizsystem; Codierung; Programmierung; Statistische Analyse; Assignment; Auftrag; Zuweisung
Abstract	Experts are more proficient in manipulating and translating between multiple representations (MRs) of a given concept than novices. Studies have shown that instruction using MR can increase student understanding of MR, and one model for MR instruction in chemistry is the chemistry triplet proposed by Johnstone. Concreteness fading theory suggests that presenting concrete representations before abstract representations can increase the effectiveness of MR instruction; however, little work has been conducted on varying the order of different representations during instruction and the role of concreteness in assessment. In this study, we investigated the application of concreteness fading to MR instruction and assessment in teaching chemistry. In two experiments, undergraduate students in either introductory psychology courses or general chemistry courses were given MR instruction on phase changes using different orders of presentation and MR assessment questions based on the representations in the chemistry triplet. Our findings indicate that the order of presentation based on levels of concreteness in MR chemistry instruction is less important than implementation of comprehensive MR assessments. Even after MR instruction, students display an asymmetric understanding of the chemical phenomenon on the MR assessments. Greater emphasis on MR assessments may be an important component in MR instruction that effectively moves novices toward more expert MR understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01