Visualizing Condensation: Integrating Animation-Developing Technology in Chemistry Classes

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Author(s): Sevil Akaygun (Bogazici University, Turkey)
Copyright: 2016
Pages: 14
Source title: Improving K-12 STEM Education Outcomes through Technological Integration
Source Author(s)/Editor(s): Michael J. Urban (Bemidji State University, USA)and David A. Falvo (Walden University, USA)
DOI: 10.4018/978-1-4666-9616-7.ch008

Keywords: Education / Educational Technologies / Information Science Reference / STEM Education

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Abstract

Learning chemistry involves understanding chemical phenomena at macroscopic, symbolic and submicroscopic levels. Even though chemistry instructors integrate these levels in their lessons, it cannot be assumed that students relate them properly. Therefore, it is important to identify students' mental models that will reveal how they visualize and conceptualize chemistry. Mental models can be represented in various forms including static drawing and animations. Considering the dynamic nature of chemistry, animations prepared by students can be more informative conveying students' understandings. This study aimed to investigate how high school students visualize condensation and to compare their dynamic and static mental. The analysis of the results suggested that static and dynamic mental models were found to be significantly different (p<0.05). Static mental models were found to be more focusing on structure whereas dynamic ones included more macroscopic features and interactions. Finally, students revised their mental models towards more accurate models after preparing animations.

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