The Use of Video Demonstrations and Particulate Animation in General Chemistry

Autor/inn/en	Velazquez-Marcano, Alexandra; Williamson, Vickie M.; Ashkenazi, Guy; Tasker, Roy; Williamson, Kenneth C.
Titel	The Use of Video Demonstrations and Particulate Animation in General Chemistry
Quelle	In: Journal of Science Education and Technology, 13 (2004) 3, S.315-323 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1023/B:JOST.0000045458.76285.fe
Schlagwörter	Demonstrations (Educational); Science Instruction; Animation; Chemistry; Visualization; Concept Formation; Educational Experiments; Students + Suchen Sie Ihr Suchwort? Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Visualisation; Visualisierung; Concept learning; Begriffsbildung; Schulversuch; Student; Schüler; Schülerin; Studentin
Abstract	Different visualization techniques have been used for teaching chemistry concepts. Previous studies have shown that when molecular animations and video demonstrations are used, students seem to better correlate all three levels of representation: macroscopic, submicroscopic, and symbolic. This thinking process allows the students to improve their conceptual understanding and ability to create dynamic mental models. In this study, general chemistry students viewed three experiments involving dynamic fluid equilibrium in a graphic design, a video demonstration, and a molecular animation. The study investigated whether video demonstrations or particulate animations helped the students' conceptual understanding, and if the order of visualizations (video or animation first) produced any differences. Students showed improvement after each visualization. Surprisingly, there was significant improvement in responses between the first and second visualization. This work shows the importance of combining both types of visualizations, but it does not indicate a preference toward a specific order. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10