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Supporting students’ conceptual understanding of kinetics using screencasts and simulations outside of the classroom
Chemistry Education Research and Practice ( IF 2.6 ) Pub Date : 2019-05-08 , DOI: 10.1039/c9rp00008a
Ryan D. Sweeder 1, 2, 3, 4 , Deborah G. Herrington 4, 5, 6, 7 , Jessica R. VandenPlas 4, 5, 6, 7
Affiliation  

Simulations have changed chemistry education by allowing students to visualize the motion and interaction of particles underlying important chemical processes. With kinetics, such visualizations can illustrate how particles interact to yield successful reactions and how changes in concentration and temperature impact the number and success of individual collisions. This study examined how a simulation exploring particle collisions, or screencast employing the same simulation, used as an out-of-class introduction helped develop students’ conceptual understanding of kinetics. Students either manipulated the simulation themselves using guided instructions or watched a screencast in which an expert used the same simulation to complete an assignment. An iterative design approach and analysis of pretest and follow up questions suggests that students in both groups at two different institutions were able to achieve a common base level of success. Instructors can then build upon this common experience when instructing students on collision theory and kinetics. Eye-tracking studies indicate that the simulation and screencast groups engage with the curricular materials in different ways, which combined with student self-report data suggests that the screencast and simulation provide different levels of cognitive demand. This increased time on task suggests that the screencast may hold student interest longer than the simulation alone.

中文翻译:

在教室外使用屏幕广播和模拟来支持学生对动力学的概念性理解

通过允许学生可视化重要化学过程背后的粒子的运动和相互作用,模拟改变了化学教育。通过动力学,这种可视化可以说明粒子如何相互作用以产生成功的反应,以及浓度和温度的变化如何影响单个碰撞的次数和成功。这项研究检查了探索粒子碰撞的模拟或采用相同模拟的屏幕录像如何用作课外介绍,以帮助发展学生对动力学的概念性理解。学生们可以根据指导说明自己操作模拟,或者观看截屏视频,在该视频中,专家使用相同的模拟来完成作业。迭代设计方法以及对预测和后续问题的分析表明,两组学生在两个不同机构的学习能力均达到了共同的成功基础水平。然后,当指导学生碰撞理论和动力学时,教师可以利用这种普遍的经验。眼动研究表明,模拟和截屏小组以不同的方式参与课程材料,再加上学生的自我报告数据表明,截屏和模拟提供了不同水平的认知需求。任务时间的增加表明,与单独的模拟相比,截屏可能会使学生的兴趣保持更长的时间。然后,当指导学生碰撞理论和动力学时,教师可以利用这种普遍的经验。眼动研究表明,模拟和截屏小组以不同的方式参与课程材料,再加上学生的自我报告数据表明,截屏和模拟提供了不同水平的认知需求。任务时间的增加表明,与单独的模拟相比,截屏可能会使学生的兴趣保持更长的时间。然后,当指导学生碰撞理论和动力学时,教师可以利用这种普遍的经验。眼动研究表明,模拟和截屏小组以不同的方式参与课程材料,再加上学生的自我报告数据表明,截屏和模拟提供了不同水平的认知需求。任务时间的增加表明,与单独的模拟相比,截屏可能会使学生的兴趣保持更长的时间。
更新日期:2019-10-16
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