The Use of Video Demonstrations and Particulate Animation in General Chemistry |
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| Authors: | Velázquez-Marcano Alexandra Williamson Vickie M Ashkenazi Guy Tasker Roy Williamson Kenneth C |
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| Institution: | (1) Department of Chemistry, Texas A&M University, MS 3255, College Station, Texas, 77843-3255;(2) Department of Chemistry, Texas A&M University, MS 3255, College Station, Texas, 77843-3255;(3) Department of Science Teaching, The Hebrew University, Jerusalem, Israel;(4) School of Science, Food & Horticulture, Hawkesbury Campus, University of Western Sydney, NSW, Australia;(5) Department of Construction Science, Texas A&M University, College Station, Texas |
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| 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. |
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| Keywords: | chemical education research particulate nature of matter computer-based instruction demonstrations internet/web-based materials teaching/learning aids |
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