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"Concept Learning versus Problem Solving": Does Particle Motion Have an Effect?
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Abstract
A sample of 210 students was asked to answer a static particulate-level multiple-choice question concerning gas properties first used by Nurrenbern and Pickering. Then they viewed an animated version of the question and answered the multiple-choice question again. They were also asked to explain whether any of the particle motions differed from their expectations and how they decided which option was correct. Although the distribution of student responses for the static question was similar to previous reports, the distribution changed significantly after students viewed the animation. After viewing the animation, more students chose the correct answer, fewer students chose each incorrect option, and more students changed their choices to the correct answer than to an incorrect option. The authors attribute the effectiveness of the animated question to the fact that it addresses the threats to validity previously identified for the static question. The major impact of the animation appears to be in minimizing the difficulty students have in visualizing the particle motions for each distractor. The animated question also helped students distinguish between one distractor that depicts a gas whose volume had decreased and another distractor that depicts a gas that had been liquefied or solidified.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Chemical Education ResearchKeywords (Pedagogy):
Multimedia-Based LearningKeywords (Subject):
GasesCiting Articles
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This article has been cited by 4 ACS Journal articles (4 most recent appear below).
Teaching Chemistry with Visualizations: What's the Research Evidence?
Vickie M. Williamson2011 (), 65-81Teaching Chemistry with Visualizations: What's the Research Evidence?
Vickie M. Williamson2011 (), 65-81The use of visualization techniques to teach chemistry has been touted in the literature, with the idea that these techniques promote the formation of mental images in students, which depict particle behavior during chemical processes and help better ...
Particulate Pictures and Kinetic-Molecular Theory Concepts: Seizing an Opportunity
Mark J. WanerJournal of Chemical Education2010 87 (9), 924-927Particulate Pictures and Kinetic-Molecular Theory Concepts: Seizing an Opportunity
Mark J. WanerJournal of Chemical Education2010 87 (9), 924-927This work examines commonly used particulate-level pictures meant to illustrate gases. These pictures are found throughout textbooks in the middle grades through the college level, as well as in questions frequently used to assess conceptual learning in ...
Concept Learning versus Problem Solving: A Cognitive Difference
Mark S. Cracolice , John C. Deming , Brian EhlertJournal of Chemical Education2008 85 (6), 873Concept Learning versus Problem Solving: A Cognitive Difference
Mark S. Cracolice , John C. Deming , Brian EhlertJournal of Chemical Education2008 85 (6), 873An initial sample of 94 students enrolled in a first-term general chemistry course was tested with paired algorithmic–conceptual questions, which included questions first used by Nurrenbern and Pickering. The topics of these questions were density, ...
What Are Students Thinking When They Pick Their Answer? A Content Analysis of Students' Explanations of Gas Properties
Michael J. Sanger and Amy J. PhelpsJournal of Chemical Education2007 84 (5), 870What Are Students Thinking When They Pick Their Answer? A Content Analysis of Students' Explanations of Gas Properties
Michael J. Sanger and Amy J. PhelpsJournal of Chemical Education2007 84 (5), 870A sample of 330 students was asked to answer a multiple-choice question concerning gas properties at the microscopic level and explain the reasoning they used to make their choice. These comments were analyzed, paying particular attention to students' ...
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- Received: August 03, 2009
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