Using Drawing Technology to Assess Students’ Visualizations of Chemical Reaction Processes
Abstract In this study, we investigated how students used a drawing tool to visualize their ideas of chemical reaction processes. We interviewed 30 students using thinking-aloud and retrospective methods and provided them with a drawing tool. We identified four types of connections the students made as they used the tool: drawing on existing knowledge, incorporating dynamic aspects of chemical processes, linking a visualization to the associated chemical phenomenon, and connecting between the visualization and chemistry concepts. We also compared students who were able to create dynamic visualizations with those who only created static visualizations. The results indicated a relationship between students constructing a dynamic view of chemical reaction processes and their understanding of chemical reactions. This study provides insights into the use of visualizations to support instruction and assessment to facilitate students’ integrated understanding of chemical reactions..
| Medienart: |
Artikel |
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| Erscheinungsjahr: |
2013 |
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| Erschienen: |
2013 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:23 |
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| Enthalten in: |
Journal of science education and technology - 23(2013), 3 vom: 26. Sept., Seite 355-369 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Chang, Hsin-Yi [VerfasserIn] |
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| Links: |
Volltext [lizenzpflichtig] |
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| Themen: |
Chemical reaction |
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| Anmerkungen: |
© Springer Science+Business Media New York 2013 |
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| doi: |
10.1007/s10956-013-9468-2 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
OLC206922953X |
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| 520 | |a Abstract In this study, we investigated how students used a drawing tool to visualize their ideas of chemical reaction processes. We interviewed 30 students using thinking-aloud and retrospective methods and provided them with a drawing tool. We identified four types of connections the students made as they used the tool: drawing on existing knowledge, incorporating dynamic aspects of chemical processes, linking a visualization to the associated chemical phenomenon, and connecting between the visualization and chemistry concepts. We also compared students who were able to create dynamic visualizations with those who only created static visualizations. The results indicated a relationship between students constructing a dynamic view of chemical reaction processes and their understanding of chemical reactions. This study provides insights into the use of visualizations to support instruction and assessment to facilitate students’ integrated understanding of chemical reactions. | ||
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