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The Effect of Viewing Order of Macroscopic and Particulate Visualizations on Students' Particulate Explanations

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Title: The Effect of Viewing Order of Macroscopic and Particulate Visualizations on Students' Particulate Explanations
Language: English
Authors: Williamson, Vickie M., Lane, Sarah M., Gilbreath, Travis, Tasker, Roy, Ashkenazi, Guy, Williamson, Kenneth C., Macfarlane, Ronald D.
Source: Journal of Chemical Education. Aug 2012 89(8):979-987.
Availability: Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 9
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Academic Ability, Chemistry, Animation, Video Technology, Web Sites, Undergraduate Students, Higher Education, College Science, Introductory Courses, Laboratory Equipment, Science Instruction, Scientific Concepts, Misconceptions, Student Attitudes, Visualization, Science Experiments
DOI: 10.1021/ed100828x
ISSN: 0021-9584
Abstract: A prior study showed that students best make predictions about the outcome of opening a valve between two flasks containing a fluid or vacuum when they view both a demonstration video and a particulate animation, but the study showed no influence from the order in which these visualizations were used. The purpose of this current research was to study the effect of the order of visualization on students' particulate-level explanations. For this study, first-year general chemistry students in a south-central university in the United States were asked to choose, or type in their own explanations, for three experiments involving diffusion-effusion. Student ability to focus on particulate explanations was investigated after viewing either a macroscopic demonstration or an animated particle view. Students were directed to a Web site where they received one of two randomly assigned treatments. One group of students was shown the particulate animation first, followed by the macroscopic demonstration. For the other group, the order was reversed. Student explanations were assessed after each view. Finally, both groups were shown a side-by-side view of the animation and demonstration and their explanation was assessed one final time. Results showed that the order of visualizations did make a difference, with the macroscopic view followed by the particle view yielding significantly more particulate explanations. (Contains 7 tables and 8 figures.)
Abstractor: As Provided
Number of References: 27
Entry Date: 2013
Accession Number: EJ1002569
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. Aug 2012 89(8):979-987.
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  Data: Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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– Name: Abstract
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  Data: A prior study showed that students best make predictions about the outcome of opening a valve between two flasks containing a fluid or vacuum when they view both a demonstration video and a particulate animation, but the study showed no influence from the order in which these visualizations were used. The purpose of this current research was to study the effect of the order of visualization on students' particulate-level explanations. For this study, first-year general chemistry students in a south-central university in the United States were asked to choose, or type in their own explanations, for three experiments involving diffusion-effusion. Student ability to focus on particulate explanations was investigated after viewing either a macroscopic demonstration or an animated particle view. Students were directed to a Web site where they received one of two randomly assigned treatments. One group of students was shown the particulate animation first, followed by the macroscopic demonstration. For the other group, the order was reversed. Student explanations were assessed after each view. Finally, both groups were shown a side-by-side view of the animation and demonstration and their explanation was assessed one final time. Results showed that the order of visualizations did make a difference, with the macroscopic view followed by the particle view yielding significantly more particulate explanations. (Contains 7 tables and 8 figures.)
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        PageCount: 9
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