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ERIC Number: EJ1057462
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: EISSN-1756-1108
Using Animations in Identifying General Chemistry Students' Misconceptions and Evaluating Their Knowledge Transfer Relating to Particle Position in Physical Changes
Smith, K. Christopher; Villarreal, Savannah
Chemistry Education Research and Practice, v16 n2 p273-282 2015
This article reports on the types of views and misconceptions uncovered after assessing 155 freshman general chemistry students on the concept of particle position during the reversible physical change of melting, using the Melting Cycle Instrument, which illustrates particulate-level representations of a melting-freezing cycle. Animations involving particulate-level representations of phase changes including melting and freezing were viewed and discussed, and the students were assessed a second time, on the concept of particle position during the reversible physical change of dissolving, using the Dissolving Cycle Instrument, which illustrates particulate-level representations of a dissolving-solvent evaporation cycle. Overall, the results of the assessments showed that some misconceptions did remain after viewing and discussing the animations, and that the use of the animations had no effect on the students' views on the movement of particles within the liquid.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A