NDLI: Research into practice: visualisation of the molecular world using animations

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Explicit teaching of problem categorisation and a preliminary study of its effect on student performance – the case of problems in colligative properties of ideal solutions

Fostering creative problem solving in chemistry through group work

Research into practice: visualisation of the molecular world using animations

Front cover

Contents

Announcement of the special issue for 2007 ( Chemistry Education Research and Practice Vol - 7 Issue - 2 )

Professor Alex H Johnstone

Chemistry Education Research and Practice Vol - 7 Issue - 1

Chemistry Education Research and Practice Vol -6

Chemistry Education Research and Practice Vol -5

Chemistry Education Research and Practice Vol -4

Chemistry Education Research and Practice Vol -3

Chemistry Education Research and Practice Vol -2

Research into practice: visualisation of the molecular world using animations

Content Provider	Royal Society of Chemistry (RSC)
Author	Tasker, Roy Dalton, Rebecca
Copyright Year	2006
Abstract	Most chemistry teaching operates at the macro (or laboratory) level and the symbolic level, but we know that many misconceptions in chemistry stem from an inability to visualise structures and processes at the sub-micro (or molecular) level. However, one cannot change a student’s mental model of this level by simply showing them a different, albeit better, model in an animation. Molecular-level animations can be compelling and effective learning resources, but they must be designed and presented with great care to encourage students to focus on the intended ‘key features’, and to avoid generating or reinforcing misconceptions. One misconception often generated is the perception of ‘directed intent’ in processes at the molecular level, resulting from the technical imperative to minimise file size for web delivery of animations. An audiovisual information-processing model – based on a combination of evidence-based models developed by Johnstone and Mayer, cognitive load theory, and dual-coding theory – has been used to inform teaching practice with animations, and seed questions for research on student attributes affecting development of mental models using animations. Based on this model, the constructivist VisChem Learning Design probes students’ mental models of a substance or reaction at the molecular level before showing animations portraying the phenomenon. Opportunities to apply their refined models to new situations are critical. [Chem. Educ. Res. Pract., 2006, 7 (2), 141-159]
Starting Page	141
Ending Page	159
Page Count	19
File Format	PDF
ISSN	11094028
Volume Number	7
Issue Number	2
Journal	Chemistry Education Research and Practice
DOI	10.1039/B5RP90020D
Language	English
Publisher	Royal Society of Chemistry
Access Restriction	Open
Subject Keyword	Chemistry Constructivist epistemology Dual-coding theory Johnstone Mayer Cognitive load Educ Mental model
Content Type	Text
Resource Type	Article
Subject	Chemistry Education

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Research into practice: visualisation of the molecular world using animations

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