Words or Pictures: A Comparison of Written and Pictorial Explanations of Physical and Chemical Equilibria

Autor/inn/en	Akaygun, Sevil; Jones, Loretta L.
Titel	Words or Pictures: A Comparison of Written and Pictorial Explanations of Physical and Chemical Equilibria
Quelle	In: International Journal of Science Education, 36 (2014) 5, S.783-807 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.828361
Schlagwörter	Science Instruction; Pictorial Stimuli; Written Language; Teaching Methods; Scientific Concepts; Chemistry; Visual Stimuli; Questionnaires; Interviews; Science Teachers; Secondary School Teachers; High School Students; College Students; College Science; Secondary School Science; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fantasieanregung; Geschriebene Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Fragebogen; Interviewing; Interviewtechnik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Unterrichtserfolg
Abstract	The features of a concept or principle an individual chooses to highlight in an explanation or description may be related to the medium of communication used. Different aspects of understanding can be revealed through words and through drawings. This two-part exploratory study examined the differences between explanations of physical and chemical equilibria generated by means of words or pictures. Participants included both instructors and students, who were randomly assigned to provide either written explanations or drawings of physical or chemical equilibrium at the macroscopic and particulate levels. For both studies, analyses revealed that significantly different features appeared in the written and pictorial explanations of equilibrium. The written responses focused more on processes such as the dynamic nature of equilibrium, whereas pictorial representations highlighted structural aspects of equilibrium, such as the spatial arrangement of molecules. Regardless of the level of chemistry knowledge, people conveyed the same type of information via the use of different representations and visual tools. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10