Insights into How Students Learn the Difference between a Weak Acid and a Strong Acid from Cartoon Tutorials Employing Visualizations

Autor/inn/en	Kelly, Resa M.; Akaygun, Sevil
Titel	Insights into How Students Learn the Difference between a Weak Acid and a Strong Acid from Cartoon Tutorials Employing Visualizations
Quelle	In: Journal of Chemical Education, 93 (2016) 6, S.1010-1019 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.6b00034
Schlagwörter	Cartoons; Visualization; Animation; Chemistry; Science Instruction; Semi Structured Interviews; Video Technology; Metacognition; Comparative Analysis; Teaching Methods; Undergraduate Students; High School Students; Introductory Courses; Misconceptions; Computer Assisted Instruction; Qualitative Research; Molecular Structure; Student Attitudes + Suchen Sie Ihr Suchwort? Zeichentrickfilm; Visualisation; Visualisierung; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Einführungskurs; Missverständnis; Computer based training; Computerunterstützter Unterricht; Qualitative Forschung; Schülerverhalten
Abstract	This article summarizes an investigation into how Flash-based cartoon video tutorials featuring molecular visualizations affect students' mental models of acetic acid and hydrochloric acid solutions and how the acids respond when tested for electrical conductance. Variation theory served as the theoretical framework for examining how students compared and contrasted their understanding of weak and strong acids to the tutorials. Specifically, students' ability to recognize variation between their mental models and the events portrayed in the videos was examined through picture construction exercises and semistructured interview questions focused on metacognitive monitoring. Interestingly, the items noticed as being in variance were items that were emphasized by still image representation in the tutorials prior to showing the visualizations. Mechanistic items, specifically movement of ionic species toward electrodes, were replicated in students' drawings only if they were explicitly conveyed, but students were not inclined to mention them as features in variance with their initial understanding. Overall, scaffolding animations in a cartoon context with explicit connections between experimental evidence and the submicroscopic level resulted in students being proficient at replicating what they explicitly observed both structurally and mechanistically. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01