Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom

By Hsin-Kai Wu, Joseph Krajcik, Elliot Soloway. 2001

637 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/28bb20abf6749471c26e42a064299a7db2b8d6c9

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Can generating representations enhance learning with dynamic visualizations (2011, background): “Related research (e.g., Wu et al., 2001) shows that visualizations promote peer-discussions, which leads to improved learning.”
Using Static and Dynamic Visuals to Represent Chemical Change at Molecular Level (2005, methodology): “( 2001 ) used a simplified version of learner‐centred professional visualizing tools (eChem) to guide high school students in building molecular models, visualizing multiple three‐dimensional models and comparing molecular and macroscopic representations.”
Teaching Chemical Equilibrium with the Jigsaw Technique (2008, background): “Used a lot, among the learning methods, is cooperative learning (Eilks 2005; Hennessy and Evans 2006; Wu et al. 2001).”
Characterizing and Improving Spatial Visualization Skills (2009, background): “Other examples of the benefits of practice with spatial visualization skills exist for fields including chemistry (e.g. Harrison and Treagust, 2000; Wu et al., 2001; Wu and Shah, 2004), mathematics (e.g. Steen, 1990; Loeb, 1992; Emmer, 1993), and geography (MacEachren, 1995).”
Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry (2010, background): “The name microscopic world (Sanger and Greenbowe 2000; Wu et al. 2001) suggests that the particles can be seen through a microscope (Greca and Moreira 2000; Kozma and Russell 1997; Seel 2003).”
Current status, opportunities and challenges of augmented reality in education (2013, neutral): “Wu, Krajcik, and Soloway (2001) also argued that both computer and physical models " should be provided through class instruction because different students have preferences for different types of models and symbol systems " (p. 838).”
Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations (2007, background): “’’ Yantis and Hillstrom (1994) found that when a completely new, unexpected object appeared during an ongoing selective looking task, people failed to become aware of it.”
Transfer of algebraic and graphical thinking between mathematics and chemistry (2008, background): “Wu et al. (2001) propose a model of visualization to investigate possible interaction between the visual and conceptual aspects of chemical representations.”