Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations
Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations
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探索氯化钠溶解动画的不同特征如何影响学生的解释
DOI：
10.1007/s10956-007-9065-3
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发表时间：
2007
影响因子：
4.4
通讯作者：
Loretta L. Jones
中科院分区：
文献类型：
--
作者：
R. Kelly;Loretta L. Jones
分子结构和动力学的动画经常被用来帮助学生理解化学的抽象概念。本研究以质性研究探讨两种不同风格的分子动画如何影响学生对氯化钠溶于水的解释。在小组会议中，18名大学水平的普通化学学生将食盐溶解在水中，之后他们分别观看了两个盐溶解的动画。在观看每个动画之前和之后，参与者提供了宏观和分子水平上的过程的图片，书面和口头解释。然后学生们分组讨论动画。对数据的分析表明，学生们将动画中的一些微观结构和功能特征融入到他们的解释中。然而，口头解释表明，在许多情况下，参与者谁画或写正确的解释不理解他们的意思。学生们的绘画可能只反映了他们所看到的，而不是一个有凝聚力的理解。学生在观看动画后的解释有所改善，但一些先前的错误概念仍然存在，在某些情况下，出现了新的错误概念。学生们报告说，他们发现动画在学习中很有用;然而，当他们单独观看动画时，他们有时会错过基本功能。
Animations of molecular structure and dynamics are often used to help students understand the abstract ideas of chemistry. This qualitative study investigated how the features of two different styles of molecular-level animation affected students’ explanations of how sodium chloride dissolves in water. In small group sessions 18 college-level general chemistry students dissolved table salt in water, after which they individually viewed two animations of salt dissolution. Before and after viewing each animation the participants provided pictorial, written, and oral explanations of the process at the macroscopic and molecular levels. The students then discussed the animations as a group. An analysis of the data showed that students incorporated some of the microscopic structural and functional features from the animations into their explanations. However, oral explanations revealed that in many cases, participants who drew or wrote correct explanations did not comprehend their meanings. Students’ drawings may have reflected only what they had seen, rather than a cohesive understanding. Students’ explanations given after viewing the animations improved, but some prior misconceptions were retained and in some cases, new misconceptions appeared. Students reported that they found the animations useful in learning; however, they sometimes missed essential features when they watched the animation alone.
DOI：
10.1037/0096-1523.20.1.95
发表时间：
1994-02-01
影响因子：
2.1
作者：
YANTIS, S;HILLSTROM, AP
通讯作者：
HILLSTROM, AP