The Efficacy of Interactive Analogical Models in the Instruction of Bond Energy Curves in Undergraduate Chemistry

Autor/inn/en	Shahani, Vijay M.; Jenkinson, Jodie
Titel	The Efficacy of Interactive Analogical Models in the Instruction of Bond Energy Curves in Undergraduate Chemistry
Quelle	In: Chemistry Education Research and Practice, 17 (2016) 2, S.417-428 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c5rp00194c
Schlagwörter	Chemistry; Undergraduate Students; College Science; Science Instruction; Logical Thinking; Energy; Energy Education; Pretests Posttests; Higher Education; Teaching Methods; Animation; Interaction; Technology Uses in Education; Foreign Countries; Multiple Choice Tests; Statistical Analysis; Nonparametric Statistics; Experimental Groups; Canada (Toronto) + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Energie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Statistische Analyse
Abstract	We explored analogies used for introducing students to the concept of potential energy wells. Two analogy systems were developed, a spring system and a novel system consisting of electrostatic spheres. These two, distinct analogies were housed within an interactive tool that allowed students to manipulate the analogous systems and witness changes to potential energy curves in real time. A pre-test/post-test evaluation provided insight into the impact the formulation of an analogy system can have on understanding. Students modified written descriptions to include new details in accordance to the structure-mapping theory of analogies. However, students failed to correct visual descriptions of energy wells. The failure of participants to apply key concepts after using the interactive and animated analogy systems highlights the importance of designing for education. (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