A laboratory is a large investment of time and money for departments of chemistry yet discussions continue about its purpose in the educational process. Helping students navigate the three levels of representation; macroscopic, particulate and symbolic is a potential use of this time. This study looked at two different types of visualization for an electrochemistry laboratory in second semester general chemistry and the impact that the visualization type had on the student discourse. Macroscopic visualization (MV) was accomplished through a traditional hands-on laboratory and particulate visualization (PV) was achieved using a computer simulation featuring animated electrons and ions. The type of visualization impacted how much the students talked, who they talked to, and what they talked about. The MV students engaged in less peer-to-peer discussion than the PV students. The MV students expressed more excitement about their observations and were more focused on getting the data quickly. The MV spent most of their time physically doing the laboratory work while spending little time discussing the concepts. The PV students spent more time talking about concepts with their peers especially at the particulate level even answering macroscopic questions with particulate explanations. The type of visualization influenced all aspects of the student discourse.

中文翻译：

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比较电化学实验室中可视化类型对学生话语的影响：他们与谁交谈，他们说什么？

对于化学系来说，实验室是一项巨大的时间和金钱投资，但有关其在教育过程中的目的的讨论仍在继续。帮助学生浏览三种表示形式；宏观的，颗粒的和象征性的是这次的潜在用途。这项研究研究了第二学期普通化学实验室中电化学实验室的两种不同类型的可视化，以及可视化类型对学生话语的影响。宏观可视化（MV）是通过传统的动手实验室完成的，而颗粒状可视化（PV）是使用具有动画电子和离子的计算机模拟来实现的。可视化的类型会影响学生交谈的内容，交谈的对象以及交谈的内容。与PV学生相比，MV学生进行的点对点讨论较少。MV学生对自己的观察结果表现出更多的兴奋，并更加专注于快速获取数据。MV花费了大部分时间在物理上进行实验室工作，而很少花时间讨论这些概念。光伏专业学生花费更多时间与同龄人谈论概念，尤其是在颗粒水平上，甚至用颗粒解释来回答宏观问题。可视化的类型影响了学生话语的各个方面。光伏专业学生花费更多时间与同龄人谈论概念，尤其是在颗粒水平上，甚至用颗粒解释来回答宏观问题。可视化的类型影响了学生话语的各个方面。光伏专业学生花费更多时间与同龄人谈论概念，尤其是在颗粒水平上，甚至用颗粒解释来回答宏观问题。可视化的类型影响了学生话语的各个方面。