The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom
Open accessAbstract
Many students have difficulty learning symbolic and molecular representations of chemistry. This study investigated how students developed an understanding of chemical representations with the aid of a computer‐based visualizing tool, eChem, that allowed them to build molecular models and view multiple representations simultaneously. Multiple sources of data were collected with the participation of 71 eleventh graders at a small public high school over a 6‐week period. The results of pre‐ and posttests showed that students' understanding of chemical representations improved substantially (p < .001, effect size = 2.68‐. The analysis of video recordings revealed that several features in eChem helped students construct models and translate representations. Students who were highly engaged in discussions while using eChem made referential linkages between visual and conceptual aspects of representations. This in turn may have deepened their understanding of chemical representations and concepts. The findings also suggest that computerized models can serve as a vehicle for students to generate mental images. Finally, students demonstrated their preferences of certain types of representations and did not use all types of three‐dimensional models interchangeably. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 821–842, 2001
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“Namely, visualization and difficult translations need the establishment of referential connections between verbal and nonverbal systems ( Mayer & Anderson, 1992 ).”
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Cited by
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Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013) · Computers & Education · doi:10.1016/j.compedu.2012.10.024 · Cited by 2,674
Self-citationSmetana, L. K., & Bell, R. L. (2012) · International Journal of Science Education · doi:10.1080/09500693.2011.605182 · Cited by 702
Cook, M. P. (2006) · Science Education · doi:10.1002/sce.20164 · Cited by 538
Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay‐Chambers, J. (2008) · Journal of Research in Science Teaching · doi:10.1002/tea.20248 · Cited by 423
Self-citationInquiry‐based science in the middle grades: Assessment of learning in urban systemic reform
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal, R. T. (2004) · Journal of Research in Science Teaching · doi:10.1002/tea.20039 · Cited by 385
Self-citation
Metadata
- Authors
- Wu, H., Krajcik, J. S., & Soloway, E.
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2001-08-30
- Volume
- 38
- Issue
- 7
- Pages
- 821-842
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W2015662363
- Cited by
- 612
- References
- 1
- FWCI
- 58.13
- Type
- journal article
- Language
- en
- Open access
- bronze
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