The use of video demonstrations and particulate animation in general chemistry

Alexandra Velázquez-Marcano, Vickie M. Williamson, Guy Ashkenazi, Roy Tasker, Kenneth C. Williamson

    Research output: Contribution to journalArticle

    Abstract

    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.
    Original languageEnglish
    Number of pages9
    JournalJournal of Science Education and Technology
    DOIs
    Publication statusPublished - 2004

    Keywords

    • Chemistry
    • Computer-assisted instruction
    • Research
    • Study and teaching
    • Technique
    • Visualization

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