A Critical Discussion of the Efficacy of Using Visual Learning Aids from the Internet to Promote Understanding, Illustrated with Examples Explaining the Daniell Voltaic Cell

Autor/inn/en	Eilks, Ingo; Witteck, Torsten; Pietzner, Verena
Titel	A Critical Discussion of the Efficacy of Using Visual Learning Aids from the Internet to Promote Understanding, Illustrated with Examples Explaining the Daniell Voltaic Cell
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 5 (2009) 2, S.145-152 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Visual Learning; Visual Aids; Chemistry; Internet; Misconceptions; Information Technology; Animation; Illustrations; Science Education; Multimedia Instruction; Simulation; Constructivism (Learning); Visualization; Research; Experiments; Observation; Hypothesis Testing + Suchen Sie Ihr Suchwort? Visual education; Visuelles Lernen; Anschauungsmaterial; Chemie; Missverständnis; Informationstechnologie; Bildliche Darstellung; Naturwissenschaftliche Bildung; Multimediales Lernen; Simulation program; Simulationsprogramm; Visualisation; Visualisierung; Forschung; Erprobung; Beobachtung; Hypothesenprüfung; Hypothesentest
Abstract	This paper discusses what chemistry students might see while working with animations found on the Internet and how these electronic illustrations can potentially interact to reinforce rather than resolve misconceptions about chemical principles that a student may possess. The Daniell voltaic cell serves as an example to illustrate the ways in which visual aids can be interpreted differently by different people. Some illustrations seem to represent concepts which have repeatedly been discussed on the base of science education research evidence as typical student misconceptions about chemical concepts. These visual aids seem to embody the actual misconceptions of chemical principles rather than explaining the scientifically accepted chemical concepts behind them. This paper discusses whether such computer simulations are potentially helpful for better understanding, or whether they actually increase the risk of strengthening students' incorrect interpretations or false ideas about chemical concepts. Implications for structuring and using animations are discussed. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10