How does viewing one computer animation affect students' interpretations of another animation depicting the same oxidation-reduction reaction?

Chemistry Education Research and Practice

Volumn 14, Issue 3, 2013, Pages 286-296

  Rosenthal, Deborah P ^a   Sanger, Michael J ^b  

^a Washington State Community College   (United States)

^b MIDDLE TENNESSEE STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84890681139     PISSN: None     EISSN: 11094028     Source Type: Journal    
DOI: 10.1039/c3rp00006k     Document Type: Article

References (46)

1. Ardac D. and Akaygun S., (2004), Effectiveness of multimediabased instruction that emphasizes molecular representations on students' understanding of chemical change, J. Res. Sci. Teach., 41, 317-337.
2. Baddeley A. D., (1986), Working memory, Oxford: Oxford University Press.
3. Boo H. K., (1998), Students' understandings of chemical bonds and the energetics of chemical reactions, J. Res. Sci. Teach., 35, 569-581.
4. Borg W. R. and Gall M. D., (1983), Educational Research, 4th edn, New York: Longman, pp. 441-443.
5. Butts B. and Smith R., (1987), HSC chemistry students' understanding of the structure and properties of molecular and ionic compounds, Res. Sci. Educ., 17, 192-201.
6. Cook M., Wiebe E. and Carter G., (2011), Comparing visual representations of DNA in two multimedia presentations, J. Educ. Multimedia Hypermedia, 20, 21-42.
7. Gilbert J. K. and Treagust D. (ed.), (2009), Multiple representations in chemical education, Dordrecht: Springer-Verlag.
8. Gregorius R. Ma., Santos R., Dano J. B. and Gutierrez J. J., (2010a), Can animations effectively substitute for traditional teaching methods? Part I: preparation and testing of materials, Chem. Educ. Res. Pract., 11, 253-261.
9. Gregorius R. Ma., Santos R., Dano J. B. and Gutierrez J. J., (2010b), Can animations effectively substitute for traditional teaching methods? Part II: potential for differentiated learning, Chem. Educ. Res. Pract., 11, 262-266.
10. Homer B. D. and Plass J. L., (2010), Expertise reversal for iconic representations in science visualizations, Instr. Sci., 38, 259-276.
11. Johnstone A. H., (1993), The development of chemistry teaching: a changing response to changing demand, J. Chem. Educ., 70, 701-704.
12. Johnstone A. H., (2010), You can't get there from here, J. Chem. Educ., 87, 22-29.
13. Kalyuga S., (2007), Expertise reversal effect and its implications for learner-tailored instruction, Educ. Psychol. Rev., 19, 509-539.
14. Kelly R. M. and Jones L. L., (2007), Exploring how different features of animations of sodium chloride dissolution affect students' explanations, J. Sci. Educ. Technol., 16, 413-429.
15. Kelly R. M. and Jones L. L., (2008), Investigating students' ability to transfer ideas learned from molecular animations to the dissolution process, J. Chem. Educ., 85, 303-309.
16. Kelly R. M., Phelps A. J. and Sanger M. J., (2004), The effects of a computer animation on students' conceptual understanding of a can-crushing demonstration at the macroscopic, microscopic, and symbolic levels, Chem. Educ., 9, 184-189.
17. Lee H., Plass J. L. and Homer B. D., (2006), Optimizing cognitive load for learning from computer-based science simulations, J. Educ. Psychol., 98, 902-913.
18. Lin L. and Atkinson R. K., (2011), Using animations and visual cueing to support learning of scientific concepts and processes, Comput. Educ., 56, 650-658.
19. Liu X. and Lesniak K., (2006), Progression in children's understanding of the matter concept from elementary to high school, J. Res. Sci. Teach., 43, 320-347.
20. Mayer R. E., (2001), Multimedia Learning, New York: Cambridge University Press.
21. Mayer R. E. and Gallini J., (1990), When is an illustration worth ten thousand words?, J. Educ. Psychol., 82, 715-727.
22. Mayer R. E. and Wittrock M. C., (2009), Problem solving, in Alexander P. A. andWinne P.H. (ed.), Handbook of Educational Psychology, 2nd edn, New York: Routledge, pp. 287-303.
23. Naah B. M. and Sanger M. J., (2012), Student misconceptions in writing balanced equations for dissolving ionic compounds in water, Chem. Educ. Res. Pract., 13, 186-194.
24. Naah B. M. and Sanger M. J., (2013), Investigating students' understanding of the dissolving process, J. Sci. Educ. Technol., 22, 103-112.
25. Nyachwaya J. M., Mohamed A.-R., Roehrig G. H., Wood N. B., Kern A. L. and Schneider J. L., (2011), The development of an open-ended drawing tool: an alternative diagnostic tool for assessing students' understanding of the particulate nature of matter, Chem. Educ. Res. Pract., 12, 121-132.
26. Paivio A., (1986), Mental representations: a dual coding approach, New York: Oxford University Press.
27. Patrick M. D., Carter G. and Wiebe E., (2005), Visual representations of DNA replication: middle grades students' perceptions and interpretations, J. Sci. Educ. Technol., 14, 353-365.
28. Rosenthal D. P. and Sanger M. J., (2012), Student misinterpretations and misconceptions based on their explanations of two computer animations of varying complexity depicting the same oxidation- reduction reaction, Chem. Educ. Res. Pract., 13, 471-483.
29. Rosenthal D. P. and Sanger M. J., (2013a), Comparing students' explanations of an oxidation-reduction reaction based on two computer animations of varying complexity, J. Chem. Educ., under review.
30. Rosenthal D. P. and Sanger M. J., (2013b), How does the order of viewing two computer animations of the same oxidation- reduction reaction affect students' particulate-level explanations?, in Suits J. P. and Sanger M. J. (ed.), Pedagogic Roles of Animations and Simulations in Chemistry Courses, Washington, DC: American Chemical Society, in press.
31. Russell J. W., Kozma R. B., Jones T., Wykoff J., Marx N. and Davis J., (1997), Use of simultaneous-synchronized macroscopic, microscopic, and symbolic representations to enhance the teaching and learning of chemical concepts, J. Chem. Educ., 74, 330-334.
32. Sanger M. J. and Badger II S. M., (2001), Using computer-based visualization strategies to improve students' understanding of molecular polarity and miscibility, J. Chem. Educ., 78, 1412-1416.
33. Sanger M. J., Brecheisen D. M. and Hynek B. M., (2001), Can computer animations affect college biology students' conceptions about diffusion and osmosis?, Am. Biol. Teach., 63, 104-109.
34. Sanger M. J., Campbell E., Felker J. and Spencer C., (2007), Concept learning versus problem solving: does particle motion have an effect?, J. Chem. Educ., 84, 875-879.
35. Sanger M. J. and Greenbowe T. J., (2000), Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies, Int. J. Sci. Educ., 22, 521-537.
36. Sanger M. J., Phelps A. J. and Fienhold J., (2000), Using a computer animation to improve students' conceptual understanding of a can-crushing demonstration, J. Chem. Educ., 77, 1517-1520.
37. Smith K. J. and Metz P. A., (1996), Evaluating student understanding of solution chemistry through microscopic representations, J. Chem. Educ., 73, 233-235.
38. Smith K. C. and Nakhleh M. B., (2011), University students' conceptions of bonding and melting and dissolving phenomena, Chem. Educ. Res. Pract., 12, 398-408.
39. Sweller J., (1994), Cognitive load theory, learning difficultyand instructional design, Learn. Instr., 4, 295-312.
40. Sweller J. and Chandler P., (1994), Why some material is difficult to learn, Cogn. Instr., 12, 185-233.
41. Talanquer V., (2011), Macro, submicro, and symbolic: the many faces of the chemistry "triplet", Int. J. Sci. Educ., 33, 179-195.
42. Tasker R. and Dalton R., (2006), Research into practice: visualisation of the molecular world using animations, Chem. Educ. Res. Pract., 7, 141-159.
43. Tien T. L., Teichert A. M. and Rickey D., (2007), Effectiveness of a MORE laboratory module in prompting students to revise their molecular-level ideas about solutions, J. Chem. Educ., 84, 175-181.
44. Velázquez-Marcano A., Williamson V. M., Ashkenazi G., Tasker R. and Williamson K. C., (2004), The use of video demonstration and particulate animation in general chemistry, J. Sci. Educ. Technol., 13, 315-323.
45. Williamson V. M. and Abraham M. R., (1995), The effects of computer animation on the particulate mental models of college chemistry students, J. Res. Sci. Teach., 32, 521-534.
46. Williamson V. M., Lane S. M., Gilbreath T., Tasker R., Ashkenazi G., Williamson K. C. and Macfarlane R. D., (2012), The effect of viewing order of macroscopic and particulate visualizations on students' particulate explanations, J. Chem. Educ., 89, 979-987.