Assessing Learning from the Use of Multimedia Chemical Visualiztion Software
Assessing Learning from the Use of Multimedia Chemical Visualiztion Software
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评估使用多媒体化学可视化软件的学习
DOI：
10.1007/1-4020-3613-2_15
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
R. Kozma
中科院分区：
文献类型：
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作者：
J. W. Russell;R. Kozma
本章扩展了我们前面章节中所描述的认知学习理论和“情境”学习理论，讨论了五个化学多媒体可视化项目的设计。所有五个项目都被证明是为了促进化学概念的学习和科学研究过程技能的发展。有两个项目强调与科学调查有关的社会过程，有实验室组成部分；另外两个没有实验室组成部分的项目可以很容易地用来发展这种社会过程；第五个项目被证明增强了可视化过程技能，尽管它是基于多媒体学习的认知理论设计的。在五个可视化项目的支持下，为了评估化学新手学生的可视化技能发展水平，必须使用非传统测试项目。讨论了几个涉及概念技能和过程技能的多媒体测试项目的样本，并将其用于对基于认知理论的项目的有效性的研究。一项使用与“情境”理论最接近的项目的研究表明，我们前面章节中讨论的表征能力水平的标准是如何应用于显示学生可视化能力的变化的。本章最后对可视化软件、基于可视化的教学活动和测试活动的未来发展提出了简要的建议。
This chapter extends the use of cognitive and “situative” theories of learning described in our earlier chapter to discuss the design of five chemistry multimedia visualization projects. All five projects are shown to enhance the learning of chemistry concepts and development of scientific investigative process skills. Two projects emphasize the social processes associated with scientific investigation with bench laboratory components; two others without laboratory components could be easily utilized in ways that develop such social processes; and the fifth is shown to enhance visualization process skills although it was designed based upon the cognitive theory of multimedia learning. In order to assess the developing levels of visualization skills of novice chemistry students supported by all five visualization projects, nontraditional testing items must be utilized. Samples of several multimedia testing items addressing both conceptual and process skills are discussed and used in studies of the efficacy of the most cognitivetheory based project. A study using the project with the closest alignment to “situative” theory illustrates how the rubric for representational competence levels discussed in our earlier chapter is applied to show changes in visualization abilities of students. The chapter concludes with brief suggestions for future development of visualization software, visualization-based instructional activities and testing activities.