Using Drawing Technology to Assess Students' Visualizations of Chemical Reaction Processes

Hsin Yi Chang*, Chris Quintana, Joseph Krajcik

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

19 Citations (Scopus)

Abstract

In this study, we investigated how students used a drawing tool to visualize their ideas of chemical reaction processes. We interviewed 30 students using thinking-aloud and retrospective methods and provided them with a drawing tool. We identified four types of connections the students made as they used the tool: drawing on existing knowledge, incorporating dynamic aspects of chemical processes, linking a visualization to the associated chemical phenomenon, and connecting between the visualization and chemistry concepts. We also compared students who were able to create dynamic visualizations with those who only created static visualizations. The results indicated a relationship between students constructing a dynamic view of chemical reaction processes and their understanding of chemical reactions. This study provides insights into the use of visualizations to support instruction and assessment to facilitate students' integrated understanding of chemical reactions.

Original languageEnglish
Pages (from-to)355-369
Number of pages15
JournalJournal of Science Education and Technology
Volume23
Issue number3
DOIs
Publication statusPublished - 2014 Jun
Externally publishedYes

Keywords

  • Chemical reaction
  • Secondary education
  • Understanding
  • Visualization

ASJC Scopus subject areas

  • Education
  • Engineering(all)

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