Use of Simultaneous-Synchronized Macroscopic, Microscopic, and Symbolic Representations To Enhance the Teaching and Learning of Chemical Concepts
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Robert B. Kozma [3] ; Joel W. Russell [1] ; Tricia Jones [2] ; Joann Wykoff [2] ; Nancy Marx [2] ; Joan Davis [2]
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[1] Oakland University
Oakland University
City of Rochester, Estados Unidos
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[2] University of Michigan–Ann Arbor
University of Michigan–Ann Arbor
City of Ann Arbor, Estados Unidos
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[3] SRI International
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 74, Nº 3 (March), 1997, págs. 330-334
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
A prototype multimedia program, Multimedia and Mental Models in Chemistry (4M:CHEM), was developed to facilitate student learning in the classroom. 4M:CHEM utilizes a computer split-screen design to show simultaneous videos of real experiments, molecular-level animations of these experiments, real time graphs of macroscopic properties or structural diagrams, and chemical equations. These four windows can be shown individually or in any combination. When multiple windows are activated, actions in each are synchronized. These synchronized views of chemical phenomena may be paused and restarted in order to aid discussions of connections between and limitations of macroscopic, microscopic, and symbolic representations. The prototype program involves 32 experiments dealing with physical, gaseous, solution, and heterogeneous equilibria. Both qualitative and quantitative experiments are included to assist students in building chemical understanding and intuition as well as enhancing their quantitative problem solving abilities. An initial assessment of 4M:CHEM in two lecture sections for two one-hour presentations showed an increase in students' understanding of characteristics of systems at equilibrium and a marked decrease in misconceptions of chemical equilibrium.
