TY - JOUR
T1 - The use of video demonstrations and particulate animation in general chemistry
AU - Velázquez-Marcano, Alexandra
AU - Williamson, Vickie M.
AU - Ashkenazi, Guy
AU - Tasker, Roy
AU - Williamson, Kenneth C.
PY - 2004
Y1 - 2004
N2 - Different visualization techniques have been used for teaching chemistry concepts. Previous studies have shown that when molecular animations and video demonstrations are used, students seem to better correlate all three levels of representation: macroscopic, submicroscopic, and symbolic. This thinking process allows the students to improve their conceptual understanding and ability to create dynamic mental models. In this study, general chemistry students viewed three experiments involving dynamic fluid equilibrium in a graphic design, a video demonstration, and a molecular animation. The study investigated whether video demonstrations or particulate animations helped the students' conceptual understanding, and if the order of visualizations (video or animation first) produced any differences. Students showed improvement after each visualization. Surprisingly, there was significant improvement in responses between the first and second visualization. This work shows the importance of combining both types of visualizations, but it does not indicate a preference toward a specific order.
AB - Different visualization techniques have been used for teaching chemistry concepts. Previous studies have shown that when molecular animations and video demonstrations are used, students seem to better correlate all three levels of representation: macroscopic, submicroscopic, and symbolic. This thinking process allows the students to improve their conceptual understanding and ability to create dynamic mental models. In this study, general chemistry students viewed three experiments involving dynamic fluid equilibrium in a graphic design, a video demonstration, and a molecular animation. The study investigated whether video demonstrations or particulate animations helped the students' conceptual understanding, and if the order of visualizations (video or animation first) produced any differences. Students showed improvement after each visualization. Surprisingly, there was significant improvement in responses between the first and second visualization. This work shows the importance of combining both types of visualizations, but it does not indicate a preference toward a specific order.
KW - Chemistry
KW - Computer-assisted instruction
KW - Research
KW - Study and teaching
KW - Technique
KW - Visualization
UR - http://handle.uws.edu.au:8081/1959.7/9714
U2 - 10.1023/B:JOST.0000045458.76285.fe
DO - 10.1023/B:JOST.0000045458.76285.fe
M3 - Article
SN - 1059-0145
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
ER -