Building Mental Models of a Reaction Mechanism: The Influence of Static and Animated Representations, Prior Knowledge, and Spatial Ability

Autor/inn/en	Bongers, Amanda; Beauvoir, Berthorie; Streja, Nicholas; Northof, Georg; Flynn, Alison B.
Titel	Building Mental Models of a Reaction Mechanism: The Influence of Static and Animated Representations, Prior Knowledge, and Spatial Ability
Quelle	In: Chemistry Education Research and Practice, 21 (2020) 2, S.496-512 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bongers, Amanda) ORCID (Flynn, Alison B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Science Instruction; Schemata (Cognition); Scientific Concepts; Animation; Prior Learning; Spatial Ability; Teaching Methods; Computer Uses in Education; Correlation; Visual Aids; College Students; Organic Chemistry; Foreign Countries; Accuracy; Reaction Time; Self Efficacy; Science Tests; Canada + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognition; Schema; Kognition; Vorkenntnisse; Räumliches Vorstellungsvermögen; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Korrelation; Anschauungsmaterial; Collegestudent; Organische Chemie; Ausland; Reaktionsvermögen; Self-efficacy; Selbstwirksamkeit; Kanada
Abstract	In chemistry, novices and experts use mental models to simulate and reason about sub-microscopic processes. Animations are thus important tools for learning in chemistry to convey reaction dynamics and molecular motion. While there are many animations available and studies showing the benefit of learning from animations, there are also limitations to their design and effectiveness. Moreover, there are few experimental studies into learning chemistry from animations, especially organic reaction mechanisms. We conducted a mixed-methods study into how students learn and develop mental models of a reaction mechanism from animations. The study (N = 45) used a pre-/post-test experimental design and counterbalanced static and animated computerized learning activities (15 min each), plus short think-aloud interviews for some participants (n = 20). We developed the tests and learning activities in a pilot study; these contained versions of an epoxide opening reaction mechanism either as static (using the electron-pushing formalism) or animated representations. Participants' test accuracy, response times, and self-reported confidence were analyzed quantitatively (a = 0.05) and we found that, while participants showed a learning effect, there were no significant differences between the static and animated learning conditions. Participants' spatial abilities were correlated to their test accuracy and influenced their learning gains for both conditions. Qualitative framework analysis of think-aloud interviews revealed changes in participants' reasoning about the test questions, moving toward using rule- and case-based reasoning over model-based reasoning. This analysis also revealed that dynamic and transitional features were incorporated into participants' working mental models of the reaction mechanism after learning from animations. The divergence of participants' mental models for reasoning and visualization could suggest a gap in their mental model consolidation. (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	2024/1/01