Abstract
Animations of molecular structure and dynamics are often used to help students understand the abstract ideas of chemistry. This qualitative study investigated how the features of two different styles of molecular-level animation affected students’ explanations of how sodium chloride dissolves in water. In small group sessions 18 college-level general chemistry students dissolved table salt in water, after which they individually viewed two animations of salt dissolution. Before and after viewing each animation the participants provided pictorial, written, and oral explanations of the process at the macroscopic and molecular levels. The students then discussed the animations as a group. An analysis of the data showed that students incorporated some of the microscopic structural and functional features from the animations into their explanations. However, oral explanations revealed that in many cases, participants who drew or wrote correct explanations did not comprehend their meanings. Students’ drawings may have reflected only what they had seen, rather than a cohesive understanding. Students’ explanations given after viewing the animations improved, but some prior misconceptions were retained and in some cases, new misconceptions appeared. Students reported that they found the animations useful in learning; however, they sometimes missed essential features when they watched the animation alone.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Appling JR, Peake LC (2004) Instructional technology and molecular visualization. J Sci Educ Technol 13(3):361–365
Ardac D, Akaygün S (2004) Effectiveness of multimedia-based instruction that emphasizes molecular representations on students’ understanding of chemical change. J Res Sci Teach 41(4):317–337
Atkins P, Jones LL (1997) Chemistry: molecules, matter, and change, 3rd edn. W. H. Freeman, New York, NY
Atkins P, Jones LL (2000) Chemistry: molecules, matter, and change, 4th edn. W. H. Freeman, New York, NY
Atkins P, Jones LL (2005) Chemical principles, 3rd edn. W. H. Freeman, New York, NY
Barnea N, Dori YJ (1999) High-school chemistry students’ performance and gender differences in a computerized molecular modeling learning environment. J Sci Educ Technol 8(4):257–271
Bodner G (1986) Constructivism: a theory of knowledge. J Chem Educ 63(10):873–878
Brown TL, LeMay HE, Bursten BE, Burdge JR (2003) Chemistry: the Central Science, 9th edn. Prentice Hall, Upper Saddle River, NJ
Brown TL, LeMay HE, Bursten BE, Burdge JR (2005) Chemistry: the Central Science, 10th edn. Prentice Hall, Upper Saddle River, NJ
Brown TL, LeMay HE, Bursten BE, Burdge JR (2005) Dissolution of NaCl in water. Retrieved May 21, 2007, from http://wps.prenhall.com/wps/media/objects/1055/1080459/media/ AABTGZZ0.html
Burke K, Greenbowe T, Windschitl M (1998) Developing and using conceptual computer animations for chemistry instruction. J Chem Educ 75(12):1658–1661
ChanLin L (2000) Attributes of animation for learning scientific knowledge. J Instruct Psychol 27(4):228–238
Chi MTH (2000) Self-explaining expository tests: the dual processes of generating inferences and repairing mental models. In: Advances in Instructional Psychology: Educational Design and Cognitive Science, vol 5. Lawrence Erlbaum Associates, Inc, New Jersey
Crotty M (1998) The foundation of social research: meaning and perspective in the research process. Sage Publications, London
Dori YJ, Barak M (2001) Virtual and physical molecular modeling: fostering model perception and spatial understanding. Educ Technol Soc 4(1):61–74
Ebenezer J (2001) A hypermedia environment to explore and negotiate students’ conceptions: animations of the solution process of table salt. J Sci Educ Technol 10(1):73–92
Harp SF, Mayer RM (1998) How seductive details do their damage: a theory of cognitive interest in science learning. J Educ Psychol 90(3):414–434
Johnstone AH (1993) The development of chemistry teaching: A changing response to changing demand. J Chem Educ 70(9):701–704
Kelly R, Phelps A, Sanger M (2004) The effects of a computer animation on students’ conceptual understanding of a can-crushing demonstration at the macroscopic, microscopic, and symbolic levels. Chem Educator 9(3):184–189
Kelly RM (2005) Exploring how animations of sodium chloride dissolution affect students’ explanations. Unpublished doctoral dissertation, University of Northern Colorado
Langdon LS (2004) An exploratory study of high school chemistry teachers’ views regarding aspects of the nature of scientific explanation. Unpublished doctoral dissertation, University of Northern Colorado
Liu X, Lesniak K (2006) Progression in children’s understanding of the matter concept from elementary to high school. J Res Sci Teach 43(3):320–347
Merriam SB (2001) Qualitative research and case study applications in education. Jossey-Bass Publishers, San Francisco, CA
Most SB, Scholl BJ, Clifford ER, Simons DJ (2005) What you see is what you set: sustained inattentional blindness and the capture of awareness. Psychol Rev 112(1):217–242
Nakhleh M (1993) Are our students conceptual thinkers or algorithmic problem solvers? J Chem Educ 70(1):52–55
Nurrenbern SC, Pickering M (1987) Concept learning versus problem solving: is there a difference? J Chem Educ 64(6):508–509
Paivio A (1986) Mental representations: a dual coding approach. Oxford University Press, New York
Pickering M (1990) Further studies on concept learning versus problem solving. J Chem Educ 67(3):254–255
Sanger M, Greenbowe T (1997a) Common student misconceptions in electrochemistry: galvanic, electrolytic, and concentration cells. J Res Sci Teach 34(4):377–398
Sanger M, Greenbowe T (1997b) Students’ misconceptions in electrochemistry: current flow in electrolyte solutions and the salt bridge. J Chem Educ 74(7):819–823
Sanger M, Phelps A, Fienhold J (2000) Using a computer animation to improve students’ conceptual understanding of a can-crushing demonstration. J Chem Educ 77(11):1517–1520
Sawrey B (1990) Concept learning versus problem solving: revisited. J Chem Educ 67(3):253–254
Schwandt TA (2001) Dictionary of qualitative inquiry, 2nd edn. Sage Publications, Thousand Oaks, CA
Tasker R (1998) The VisChem project: molecular level animations in chemistry – potential and gain. UniServe Science News (9). Retrieved May 18, 2005, from http://science.uniserve.edu.au /newsletter/vol9/tasker.html
Tasker R (2005) NaCl dissolution. Retrieved May 12, 2005, from http://bcs.whfreeman.com/chemical principles 3e/content/blank.htm
Tversky B, Morrison JB, Betrancourt M (2002) Animation: can it facilitate? Int J Hum Comput Stud 57:247–262
Vermaat JH, Kramers-Pals H, Schank P (2003a) The use of animations in chemical education. Paper presented at the International Convention of the Association for Educational Communications and Technology, October 22–26, 2003, Anaheim, CA, USA
Vermaat H, Terlouw C, Dijkstra S (2003b) Multiple representations in web-based learning of chemistry concepts. A paper presented at the 84th annual meeting of the American Educational Research Association, 3–16
Williamson VM, Abraham MR (1995) The effects of computer animation on the particulate mental models of college chemistry students. J Res Sci Teach 32(5):521–534
Wu H, Krajcik J, Soloway E (2001) Promoting understanding of chemical representations: students’ use of a visualization tool in the classroom. J Res Sci Teach 38(7):821–842
Yantis S, Hillstrom AP (1994) Stimulus-driven attentional capture: evidence from equiluminant visual objects. J Exp Psychol: Hum Percept Perform 20:95–107
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Kelly, R.M., Jones, L.L. Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations. J Sci Educ Technol 16, 413–429 (2007). https://doi.org/10.1007/s10956-007-9065-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-007-9065-3