The Effect That Comparing Molecular Animations of Varying Accuracy Has on Students' Submicroscopic Explanations

Autor/inn/en	Kelly, Resa M.; Akaygun, Sevil; Hansen, Sarah J. R.; Villalta-Cerdas, Adrian
Titel	The Effect That Comparing Molecular Animations of Varying Accuracy Has on Students' Submicroscopic Explanations
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 4, S.582-600 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelly, Resa M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C6RP00240D
Schlagwörter	Qualitative Research; Chemistry; Molecular Structure; Science Instruction; Metallurgy; Video Technology; Animation; Technology Uses in Education; Educational Technology; Science Experiments; Scientific Concepts; Accuracy; Freehand Drawing; College Students; College Science + Suchen Sie Ihr Suchwort? Qualitative Forschung; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hüttenwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Drawing; Zeichnen; Collegestudent
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. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01