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Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom
Authors
Barnea
Barnea
+46 more
Ben-Zvi
Ben-Zvi
Ben-Zvi
Berger
Brown
Carter
Clark
Collins
Copolo
Crouch
Erickson
Gabel
Gabel
Gabel
Griffiths
Harrison
Harrison
Heubel-Drake
Hoffmann
Jackson
Johnstone
Johnstone
Keig
Kozma
Kozma
Kozma
Kozma
Krajcik
Krajcik
Lesh
Marx
Mayer
Narayanan
Nye
O'Connor
Paivio
Perkins
Pribyl
Salomon
Seddon
Shubbar
Soloway
Soloway
Talley
Tuckey
Williamson
Publication date
1 January 2001
Publisher
'Wiley'
Doi
Cite
Abstract
Many students have difficulty learning symbolic and molecular representations of chemistry. This study investigated how students developed an understanding of chemical representations with the aid of a computer-based visualizing tool, eChem, that allowed them to build molecular models and view multiple representations simultaneously. Multiple sources of data were collected with the participation of 71 eleventh graders at a small public high school over a 6-week period. The results of pre- and posttests showed that students' understanding of chemical representations improved substantially ( p < .001, effect size = 2.68-. The analysis of video recordings revealed that several features in eChem helped students construct models and translate representations. Students who were highly engaged in discussions while using eChem made referential linkages between visual and conceptual aspects of representations. This in turn may have deepened their understanding of chemical representations and concepts. The findings also suggest that computerized models can serve as a vehicle for students to generate mental images. Finally, students demonstrated their preferences of certain types of representations and did not use all types of three-dimensional models interchangeably. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 821–842, 2001Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/34515/1/1033_ftp.pd
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