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Does the Way Charges and Transferred Electrons Are Depicted in an Oxidation-Reduction Animation Affect Students' Explanations?
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Cole, Martin H.; Fuller, Dana K.; Sanger, Michael J. – Chemistry Education Research and Practice, 2021
This study compares students' explanations of the oxidation-reduction reaction between silver nitrate and copper metal after viewing a chemical demonstration and one of four different particulate-level computer animations. The animations differed in the way the ionic charges were depicted (shown or omitted) and the way the transferred electrons…
Descriptors: Chemistry, Scientific Concepts, Knowledge Level, Metallurgy
Two Studies Comparing Students' Explanations of an Oxidation-Reduction Reaction after Viewing a Single Computer Animation: The Effect of Varying the Complexity of Visual Images and Depicting Water Molecules
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Cole, Martin H.; Rosenthal, Deborah P.; Sanger, Michael J. – Chemistry Education Research and Practice, 2019
This paper describes two studies comparing students' explanations of an oxidation-reduction reaction after viewing the chemical demonstration and one of two different particulate-level computer animations. In the first study, the two animations differed primarily in the complexity of the visual images. Students viewing the more simplified…
Descriptors: Molecular Structure, Scientific Concepts, Chemistry, Science Instruction
How Does Viewing One Computer Animation Affect Students' Interpretations of Another Animation Depicting the Same Oxidation-Reduction Reaction?
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Rosenthal, Deborah P.; Sanger, Michael J. – Chemistry Education Research and Practice, 2013
Two groups of students were shown unnarrated versions of two different particulate-level computer animations of varying complexity depicting the oxidation-reduction reaction of aqueous silver nitrate and solid copper metal; one group saw the more simplified animation first and the more complex animation second while the other group saw these…
Descriptors: Animation, Chemistry, Science Instruction, Introductory Courses
Student Misinterpretations and Misconceptions Based on Their Explanations of Two Computer Animations of Varying Complexity Depicting the Same Oxidation-Reduction Reaction
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Rosenthal, Deborah P.; Sanger, Michael J. – Chemistry Education Research and Practice, 2012
A group of 55 students were shown unnarrated versions of two different particulate-level computer animations of varying complexity depicting the oxidation-reduction reaction of aqueous silver nitrate and solid copper metal. These students were asked to explain their understanding of the chemical reaction based on their interpretations of these…
Descriptors: Chemistry, Misconceptions, Science Instruction, Computer Uses in Education
"Concept Learning versus Problem Solving": Does Particle Motion Have an Effect?
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Sanger, Michael J.; Campbell, Eddie; Felker, Jeremy; Spencer, Charles – Journal of Chemical Education, 2007
A research study was carried out to measure the effect of a computer animation as part of the assessment of conceptual understanding of second-semester general chemistry students. The major impact of the animation was observed to be in minimizing the difficulty students have in visualizing the particle motions for each distractor.
Descriptors: Chemistry, Animation, Computer Uses in Education, Multiple Choice Tests
Can Computer Animations Affect College Biology Students' Conceptions about Diffusion and Osmosis?
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Sanger, Michael J.; Brecheisen, Dorothy M.; Hynek, Brian M. – American Biology Teacher, 2001
Investigates whether viewing computer animations representing the process of diffusion and osmosis affects students' conceptions. Discusses the difficulties of implementing computer animations in the classroom. (Contains 27 references.) (YDS)
Descriptors: Animation, Biology, Chemistry, Computer Uses in Education
Addressing Student Misconceptions Concerning Electron Flow in Aqueous Solutions with Instruction Including Computer Animations and Conceptual Change Strategies.
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Sanger, Michael J.; Greenbowe, Thomas J. – International Journal of Science Education, 2000
Investigates the effects of both computer animations of microscopic chemical processes occurring in a galvanic cell and conceptual-change instruction based on chemical demonstrations on students' conceptions of current flow in electrolyte solutions. Finds that conceptual change instruction was effective at dispelling student misconceptions but…
Descriptors: Animation, Chemical Reactions, Chemistry, Computer Uses in Education