Impact of a Pre-Laboratory Organic-Extraction Simulation on Comprehension and Attitudes of Undergraduate Chemistry Students

Autor/inn/en	Supasorn, Saksri; Suits, Jerry P.; Jones, Loretta L.; Vibuljan, Sunanta
Titel	Impact of a Pre-Laboratory Organic-Extraction Simulation on Comprehension and Attitudes of Undergraduate Chemistry Students
Quelle	In: Chemistry Education Research and Practice, 9 (2008) 2, S.169-181 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/b806234j
Schlagwörter	Organic Chemistry; Narration; Scores; Spatial Ability; Evaluation Methods; Cognitive Processes; Thinking Skills; Computer Simulation; Undergraduate Students; Questioning Techniques; Pretests Posttests; Educational Research; Thailand + Suchen Sie Ihr Suchwort? Organische Chemie; Räumliches Vorstellungsvermögen; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Computergrafik; Computersimulation; Befragungstechnik; Fragetechnik; Bildungsforschung; Pädagogische Forschung
Abstract	Many students perform extraction experiments without connecting relevant molecular features to corresponding macroscopic features. Two versions of an Organic Extraction Simulation, one with text "captions" and the other with "narration" accompanying the animation, were developed based on a cognitive view of multimedia learning. This instructional module was intended to help students to visualize extraction concepts at the molecular level, and to connect these concepts with corresponding macroscopic procedure. "Organic Chemistry I" students (N = 106) were randomly assigned to use one of two versions of the simulation (with text or narration). They completed a spatial ability test, and a pre-test and a post-test on organic extraction concepts. Post-test scores for both versions were significantly higher than pre-test scores. MANCOVA with a pre-test score covariate indicated that simulation version had a significant effect on lower-order cognitive questions (p = 0.036), while spatial ability was significantly correlated with higher-order cognitive questions (p = 0.004). Students in the narration group had significantly more positive attitudes towards the effectiveness of the simulation than did those in the text group. (Contains 5 tables and 3 figures.) (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	2017/4/10