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

Hsin Yi Chang*, Chris Quintana, Joseph Krajcik

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

24 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)355-369
頁數15
期刊Journal of Science Education and Technology
23
發行號3
DOIs
出版狀態已發佈 - 2014 6月
對外發佈

ASJC Scopus subject areas

  • 教育
  • 一般工程

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