Use of Simulations and Screencasts to Increase Student Understanding of Energy Concepts in Bonding
Use of Simulations and Screencasts to Increase Student Understanding of Energy Concepts in Bonding
复制标题
使用模拟和截屏视频来提高学生对粘合中能量概念的理解
DOI：
10.1021/acs.jchemed.0c00470
复制
发表时间：
2021
影响因子：
3
通讯作者：
Sweeder, Ryan D.
中科院分区：
文献类型：
--
作者：
VandenPlas, Jessica R.;Herrington, Deborah G.;Shrode, Alec D.;Sweeder, Ryan D.
翻转，混合和在线学习的日益普及，以及支持背景日益多样化的学生群体的需求，导致了在线材料的开发和使用，以支持学生在面对面课堂之外学习化学。化学模拟提供了使这些材料更具互动性的机会;然而，重要的是要了解如何最好地利用它们来支持学生在课堂外的独立学习。更大的ChemSims项目旨在确定如何使用屏幕播放和模拟来最好地支持学生在这种环境中对核心化学概念的概念理解的发展。这篇论文特别着重于力和能量的概念，因为它们与成键和分子间吸引力有关。它描述了学生课外使用PhET模拟的调查，该模拟说明了当两个原子聚集在一起或分离时发生的力和能量变化。作为对结合的介绍，学生们在三种不同的处理条件之一中完成了课外作业问题：（1）使用指导说明直接探索模拟;（2）使用相同的模拟观看专家叙述的屏幕录像;或（3）观看“增强的屏幕播放”，由专家解说的视频加上与化学反应中键的形成和断裂有关的额外信息组成。比较预测和后续问题的分数表明，所有治疗导致小的学习收益与一些学习目标，表明比其他更大的收益。此外，研究结果表明，增强的视频能够帮助学生更好地将这个概念与ATP水解现象联系起来。最后，使用眼动追踪来对比学生在完成作业时使用的模拟与截屏相比，这表明，虽然截屏可能不会增加概念上的收获，但它可能会使作业看起来比学生需要自己参与模拟来解决最初的问题更容易。
The growing popularity of flipped, blended, and online learning, combined with the need to support a student population with increasingly diverse backgrounds, has led to the development and use of online materials to support students’ learning of chemistry outside of a face-to-face classroom. Chemistry simulations provide opportunities to make such materials more interactive; however, it is important to understand how to best employ them to support students’ independent learning outside of the classroom. The larger ChemSims project aims to determine how screencasts and simulations can be used to best support the development of students’ conceptual understanding of core chemistry concepts in such environments. This paper focuses specifically on the concepts of force and energy as they pertain to bonding and intermolecular attractions. It describes the investigation of students’ out-of-class use of a PhET simulation that illustrates force and energy changes that occur when two atoms come together or are separated. As an introduction to bonding, students completed out-of-class assignment questions in one of three different treatment conditions: (1) exploring the simulation directly using guided instructions; (2) watching an expert-narrated screencast using the same simulation; or (3) watching an “enhanced screencast”, consisting of the expert-narrated screencast plus additional information related to the formation and breaking of bonds in chemical reactions. Comparing scores on pretest and follow-up questions indicated that all treatments resulted in small learning gains with some learning objectives indicating greater gains than others. Further, findings indicate that the enhanced screencast was able to help students better connect this concept to the phenomena of ATP hydrolysis. Finally, using eye tracking to contrast student use of the simulation as compared to the screencast in completing the assignment suggests that, while the screencast may not result in increased conceptual gains, it may serve to make the assignment seem easier than if students are required to engage with the simulation themselves to work through the initial questions.
登录
查看更多内容
使用多项选择和解释项目验证科学知识整合的测量
影响因子：
1.5
作者：
Hee;O. Liu;M. Linn
通讯作者：
M. Linn
影响因子：
4.6
作者：
Becker, Nicole M.;Cooper, Melanie M.
通讯作者：
Cooper, Melanie M.
影响因子：
4.6
作者：
M. Potgieter;A. Harding;J. Engelbrecht
通讯作者：
J. Engelbrecht
化学教育中的分子可视化：多学科协作的作用
DOI：
--
发表时间：
2005
期刊：
影响因子：
--
作者：
Loretta L. Jones;K. Jordan;N. Stillings
通讯作者：
N. Stillings
影响因子：
2.3
作者：
Barker, V;Millar, R
通讯作者：
Millar, R