Journal of Science Education and Technology

, Volume 23, Issue 3, pp 355–369

Using Drawing Technology to Assess Students’ Visualizations of Chemical Reaction Processes

Authors

    • Graduate Institute of Science Education and Environmental EducationNational Kaohsiung Normal University
  • Chris Quintana
    • School of EducationUniversity of Michigan
  • Joseph Krajcik
    • College of Education and College of Natural ScienceMichigan State University
Article

DOI: 10.1007/s10956-013-9468-2

Cite this article as:
Chang, H., Quintana, C. & Krajcik, J. J Sci Educ Technol (2014) 23: 355. doi:10.1007/s10956-013-9468-2

Abstract

In this study, we investigated how students used a drawing tool to visualize their ideas of chemical reaction processes. We interviewed 30 students using thinking-aloud and retrospective methods and provided them with a drawing tool. We identified four types of connections the students made as they used the tool: drawing on existing knowledge, incorporating dynamic aspects of chemical processes, linking a visualization to the associated chemical phenomenon, and connecting between the visualization and chemistry concepts. We also compared students who were able to create dynamic visualizations with those who only created static visualizations. The results indicated a relationship between students constructing a dynamic view of chemical reaction processes and their understanding of chemical reactions. This study provides insights into the use of visualizations to support instruction and assessment to facilitate students’ integrated understanding of chemical reactions.

Keywords

UnderstandingVisualizationChemical reactionSecondary education

Copyright information

© Springer Science+Business Media New York 2013