Effect of Computer Simulations at the Particulate and Macroscopic Levels on Students' Understanding of the Particulate Nature of Matter

Autor/inn/en	Tang, Hui; Abraham, Michael R.
Titel	Effect of Computer Simulations at the Particulate and Macroscopic Levels on Students' Understanding of the Particulate Nature of Matter
Quelle	In: Journal of Chemical Education, 93 (2016) 1, S.31-38 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.5b00599
Schlagwörter	Science Education; Computer Simulation; Teaching Methods; Technology Uses in Education; Scientific Concepts; Visualization; Instructional Effectiveness; Chemistry; College Science; College Students; Comparative Analysis; Concept Formation; Factor Analysis; Science Tests; Kinetics; Science Laboratories; Pretests Posttests + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Visualisation; Visualisierung; Unterrichtserfolg; Chemie; Collegestudent; Concept learning; Begriffsbildung; Faktorenanalyse; Kinetik
Abstract	Computer-based simulations can help students visualize chemical representations and understand chemistry concepts, but simulations at different levels of representation may vary in effectiveness on student learning. This study investigated the influence of computer activities that simulate chemical reactions at different levels of representation in students' conceptual understanding of the particulate nature of matter (PNM). The participants included 170 second semester general chemistry students and were divided into two groups: one interacting with computer simulations at the particulate level and one at the macroscopic level. Students' understanding of the PNM was measured using the Particulate Nature of Matter Assessment. In addition, factor analysis was performed to detect latent concepts in the instrument. Results showed that dynamic simulations at the particulate level helped students understand the PNM in chemistry involving particle motion. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01