Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies.

Autor/inn/en	Sanger, M. J.; Greenbowe, T. J.
Titel	Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies.
Quelle	In: International journal of science education, 22 (2000) 5, S. 521-537Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Computersimulation; Conceptual Change; Elektronenfluss
Abstract	The effects of both computer animations of microscopic chemical processes occurring in a galvanic cell and conceptual change instruction based on chemical demonstrations on students' conceptions of current flow in electrolyte solutions were investigated. Preliminary results for verbal conceptual questions suggest that conceptual change instruction was effective at dispelling tudent misconceptions that electrons flow in aqueous solutions of electrochemical cells. Computer animations did not appear to have an effect on students' responses to visual or verbal conceptual questions. An animation/conceptual change interaction for verbal conceptual questions suggests that animations may prove distacting when the questions do not require students to visualize. Data from this study also suggests that lecture attendance and recitation participations helped students answer visual questions.
Erfasst von	Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München
Update	2003_(CD)