Skip to main content
SpringerLink
Log in

A Hypermedia Environment to Explore and Negotiate Students' Conceptions: Animation of the Solution Process of Table Salt

  • Published:
Journal of Science Education and Technology Aims and scope Submit manuscript

Abstract

This article describes the characteristics and values of hypermedia for learning chemistry. It reports how a hypermedia environment was used to explore a group of 11th grade chemistry students' conceptions of table salt dissolving in water. It then presents how the hypermedia was used by students to negotiate meaning for two conceptualizations about the process of dissolving table salt in water: (a) the transformation of solid to liquid, and (b) the chemical combination of solute and solvent. This article traces the nature of students' conceptions for the solution process of table salt. The findings of this study indicate that a hypermedia environment can be used to explore, negotiate, and assess students' conceptions of the submicroscopic aspects of solution chemistry. Further, this article discusses the successes and difficulties pertaining to the learning of solution chemistry in a hypermedia environment, and presents an account of an improved version for future study.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

REFERENCES

  • Abraham, M., Williamson, V., and Westbrook, S. (1994). Across age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching 31: 147–165.

    Google Scholar 

  • Alesandrini, K. L., and Rigney, J.W. (1981). Pictorial presentation and review strategies in science learning. Journal of Research in Science Teaching 18: 465–474.

    Google Scholar 

  • Bar, V., and Galili, I. (1994). Stages of children's views about evaporation. International Journal of Science Education 16: 157–174.

    Google Scholar 

  • Bar, V., and Travis,A. S. (1991). Children's views concerning phase changes. Journal of Research in Science Teaching 28: 363–382.

    Google Scholar 

  • Ben-Zvi, R., Eylon, B., and Silberstein, J. (1986). Is an atom of copper malleable? Journal of Chemical Education 63: 64–66.

    Google Scholar 

  • Brook, A., Briggs, H., Bell, B., and Driver,R. (1984). Aspects of Secondary Students' Understanding of Energy: Full Report, Centre for Studies in Science and Mathematics Education, Children's Learning in Science Project, The University of Leeds, Leeds, UK.

    Google Scholar 

  • Burke, K. A., Greenbowe, T. J., and Windschltl, M. A. (1999). Developing and using conceptual computer animations for chemistry instruction. Journal of Chemical Education 75: 1658–1661.

    Google Scholar 

  • Butts, W., and Smith, R. (1987). What do students perceive as difficult in HSC chemistry? Journal of Chemical Education 32: 45–51.

    Google Scholar 

  • Cosgrove, M., and Osborne, R. (1981). Physical Change (Working paper No. 26), Learning in Science Project, University of Waikato, Hamilton, New Zealand.

    Google Scholar 

  • Di Sessa, A. (1987). The third revolution in computers and education. Journal of Research in Science Teaching 24: 343–367.

    Google Scholar 

  • Dori, Y. F., and Barnea, N. (1997). In-service chemistry teachers' training: the impact of introducing computer technology on teachers' attitudes and classroom implementation. International Journal of Science Education 19: 577–592.

    Google Scholar 

  • Ebenezer, J. V. (1996). Salt Dissolving: A Hypermedia Software with MacroMedia Director 4.0, The University of Manitoba, Winnipeg, Manitoba.

    Google Scholar 

  • Ebenezer, J.V., and Connor, S. (1998). Learning to Teach Science:A Model for the Twenty First Century, Prentice-Hall, Inc. Upper Saddle River, New Jersey.

    Google Scholar 

  • Ebenezer, J., and Erickson, G. (1996). Chemistry students' conceptions of solubility:Aphenomenography. Science Education 80: 181–201.

    Google Scholar 

  • Edwards, D., and Mercer, N. (1987). Common Knowledge: The Development of Understanding in the Classroom, Methuen, London.

    Google Scholar 

  • Erickson, G. (1992). Some suggestions for running an interactive discussion. [SI]2 Network Newsletter 5: 1.

    Google Scholar 

  • Gabel,D. L. (1993). Use of the particle nature of matter in developing conceptual understanding. Journal of Chemical Education 70: 193–194.

    Google Scholar 

  • Gabel, D. L. (1994). Handbook of Research on Science Teaching and Learning, MacMillan Publishing Company, New York.

    Google Scholar 

  • Gabel, D. L., Samuel, K. V., and Hunn, D. (1987). Understanding the particulate nature of matter. Journal of Chemical Education 64: 695–697.

    Google Scholar 

  • Gardner, H. (1991). The Unschooled Mind: How Children Think and How Schools Should Teach, Basic Books, New York.

    Google Scholar 

  • Gardner, H. (1993). Multiple Intelligences: The Theory in Practice, Basic Books, New York.

    Google Scholar 

  • Garnett, P. J., Garnett, P. J., and Hackling, M. (1995). Students' alternative conceptions in chemistry: a review of research and implications for teaching and learning. Studies in Science Education 25: 69–95.

    Google Scholar 

  • Garnett, P. J, and Treagust,D. F. (1992a). Conceptual difficulties experienced by senior high school students of electrochemistry: Electric circuits and oxidation-reduction equations. Journal of Research in Science Teaching 29: 121–142.

    Google Scholar 

  • Garnett, P. J, and Treagust, D. F. (1992b). Conceptual difficulties experienced by senior high school students of electrochemistry: electrochemical (galvanic) and electrolytic dells. Journal of Research in Science Teaching 29: 1079–1099.

    Google Scholar 

  • Gitmoer, D. H., and Duschl, R. A. (1998). Emerging issues and practice in science assessment. In Fraser, B., and Tobin, K. (Eds.), International Handbook of Research in Science Teaching, Kluwer Publications, The Netherlands, pp. 791–810.

    Google Scholar 

  • Greenbowe, T. J. (1994). An interactive multimedia software program for exploring electrochemical cells. Journal of Chemical Education 71: 555–557.

    Google Scholar 

  • Hennessy, S., Twigger, D., Driver, R., O's hea, T., O'Malley, C. E., Byard, M., Draper, S., Hartley, R., Mohamed, R., and Scanlon, E. (1993). Changing learners' understandings using a computer-augmented curriculum for mechanics. A paper presented at the 3rd international conference on Misconceptions in Mathematics and Science, Ithaca, New York.

    Google Scholar 

  • Iverson, B. L. (1995). Perspectives on Pedagogy, Project Kaleidoscope.

  • Johnstone, A.H. (1991).Why is science difficult to learn? Things are seldom what they see. Journal of Computer Assisted learning 7: 75–83.

    Google Scholar 

  • Jonassen, D. H. (1996). Computers in the Classroom: Mindtools for Critical Thinking, Prentice Hall, Englewood Cliffs,NewJersey.

    Google Scholar 

  • Langley, D., Ronen, M., and Eylon, B. (1997). Light propogation and visual patterns: preinstruction learners' conceptions. Journal of Research in Science Teaching 34: 399–424.

    Google Scholar 

  • Lijnse, P., Licht, P., de Vos, W., and Waarlo, A. L. (Eds.). (1990). Relating Macroscopic Phenomena to Microscopic Particles: A Central Problem in Secondary Science Education, Centre for Science and Mathematics Education Press, The Netherlands.

    Google Scholar 

  • Linder, C. J., and Erickson,G. L. (1989). Astudy of tertiary physics students' conceptualizations of sound. International Journal of Science Education 11: 491–501.

    Google Scholar 

  • Marchionini, G. (1988). Hypermedia and learning: freedom and chaos. Educational Technology 28: 8–12.

    Google Scholar 

  • Marsh, E. J., and Kumar, D. D. (1992). Hypermedia: a conceptual framework for science education and review of scientific findings. Journal of Educational Media and Hypermedia 1: 25–37.

    Google Scholar 

  • Mcintosh,W. J. (1986). The effect of imagery generation on science rule learning. Journal of Research in Science Teaching 23: 1–9.

    Google Scholar 

  • Noh, T., and Scharmann, L. C. (1997). Instructional influence of a molecular-level pictorial presentation of matter on students' conceptions and problem-solving ability. Journal of Research in Science Teaching 34: 199–217.

    Google Scholar 

  • Novick, S., and Nussbaum, J. (1978). Junior high school pupils' understanding of the particulate nature of matter: an interview study. Science Education 63: 273–281.

    Google Scholar 

  • O'Neil, J. (1995). On technology schools: a conversation with Chris Dede. Educational Leadership October: 6–12.

  • Rénström, L. (1988). Conceptions of matter:Aphenomenographic approach, Published doctoral dissertation, Gothenburg University Press, Sweden.

    Google Scholar 

  • Rénström, L., Andersson, B., and Marton, F. (1990). Students' conceptions of matter. Journal of Educational Psychology 82: 555–569.

    Google Scholar 

  • Ronen, M., Eylon, B., Rivlin, O., and Ganiel, U. (1993). Designing and using an open interface for instruction in geometrical optics. Computers & Education 20: 299–309.

    Google Scholar 

  • Ronen, M., and Rivlin, O. (1995). RAY: Users Guide, Physics Academic Software, North Carolina University, Raleigh.

    Google Scholar 

  • Salomon, G., Perkins, D. N., and Globerson, T. (1991). Partners in cognition: extending human intelligence with intelligent technologies. Educational Researcher 20: 2–9.

    Google Scholar 

  • Sanger, M. J., and Greenbowe, T. J. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching 34: 377–398.

    Google Scholar 

  • Tek, G. (1994). Visual Physics Optics Simulation [Computer software], G.Tek Technologies, Israel.

    Google Scholar 

  • Tullberg, A., Strömdahl, H., and Lybeck, L. (1994). Students' conception of 1 mol and educators' conceptions of how they teach “the mole”. International Journal of Science Education 16: 145–156.

    Google Scholar 

  • Twigger, D., Byard, M., Draper, S., Driver, R., Hartley, R., Henessy, S., Mallen, C., Mohamed, R., O'Malley, C. E., O's hea, T., and Scanlon, E. (1991). The conceptual change in science project. Journal of Computer Assisted Learning 7: 144–155.

    Google Scholar 

  • Twigger, D., Byard, M., Driver, R., Draper, S., Henessy, S., Mohamed, R., O'Malley, C. E., O's hea, T., and Scanlon, E. (1994). The conception of force and motion of students aged between 10 and 15 years: An interview study designed to guide instruction. International Journal of Science Education 16: 215–229.

    Google Scholar 

  • White,R. T. (1988). Learning science. Basil Blackwell Ltd., Oxford.

    Google Scholar 

  • White, B., and Horwitz, P. (1988). Computer microworlds and conceptual change: A new appraoch to science education. In Ramsden, P. (Ed.), Improving Learning New Perspectives, Kogan Page Ltd., Great Britain.

    Google Scholar 

  • Williamson, V. M., and Abraham, M. R. (1995). The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching 32: 521–534.

    Google Scholar 

  • Winn, W. (1992). A constructive critique of the assumptions of instructional design. In Duffy, T. M., and Jonassen, D. H. (Eds.), Constructivism and the Technology of Instruction: A Conversation, Lawrence Erlbaum, NJ, pp. 189–212.

    Google Scholar 

  • Zietsman, A. I., and Hewson, P. W. (1986). Effects of instruction using microcomputer simulations and cognitive change strategies on science learning. Journal of Research in Science Teaching 23: 27–39.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Curriculum, Teaching and Learning, Faculty of Education, The University of Manitoba, Winnipeg, Manitoba, R3T 2N2, Canada

    Jazlin V. Ebenezer

Authors
  1. Jazlin V. Ebenezer
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Ebenezer, J.V. A Hypermedia Environment to Explore and Negotiate Students' Conceptions: Animation of the Solution Process of Table Salt. Journal of Science Education and Technology 10, 73–92 (2001). https://doi.org/10.1023/A:1016672627842

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1016672627842

Search

Navigation