Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes

Autor/inn/en	Smith, K. Christopher; Villarreal, Savannah
Titel	Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 2, S.273-282 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c4rp00229f
Schlagwörter	Animation; Chemistry; Science Instruction; Misconceptions; Scientific Concepts; Student Attitudes; Transfer of Training; Teaching Methods; Constructivism (Learning); College Students; Introductory Courses; Concept Formation + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Schülerverhalten; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Einführungskurs; Concept learning; Begriffsbildung
Abstract	This article reports on the types of views and misconceptions uncovered after assessing 155 freshman general chemistry students on the concept of particle position during the reversible physical change of melting, using the Melting Cycle Instrument, which illustrates particulate-level representations of a melting-freezing cycle. Animations involving particulate-level representations of phase changes including melting and freezing were viewed and discussed, and the students were assessed a second time, on the concept of particle position during the reversible physical change of dissolving, using the Dissolving Cycle Instrument, which illustrates particulate-level representations of a dissolving-solvent evaporation cycle. Overall, the results of the assessments showed that some misconceptions did remain after viewing and discussing the animations, and that the use of the animations had no effect on the students' views on the movement of particles within the liquid. (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