Using Static and Dynamic Visuals to Represent Chemical Change at Molecular Level

By D. Ardaç, S. Akaygun. 2005

88 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/5b8c00aac6b72db98661f62d6f9de61c41589e88

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. DeLeon L. Gray
2. Gale M. Sinatra
3. Kihyun Ryoo
4. Eric M. Anderman
5. Marcia C. Linn
6. E. Michael Nussbaum
7. Doug Lombardi
8. William A. Sandoval

In Experimental and Cognitive Psychology

1. Kihyun Ryoo
2. Eric M. Anderman
3. Marcia C. Linn
4. Gale M. Sinatra
5. DeLeon L. Gray

In Physical and Theoretical Chemistry

1. Kihyun Ryoo
2. Marcia C. Linn

Citations in the corpus

• Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis? (2012, background): “For example, Ardac and Akaygun (2005) found the advantage of their dynamic visualizations over static illustrations in teaching 8th-grade students the concept of chemical changes at the molecular level.”
• The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “Research in recent years has indicated that science instruction can be created in ways that enhance the cognitive abilities of students (eg, Adadan, Trundle, & Irving, 2010 ; Akaygun, 2005 ; Ozmen, 2011 ; Weaver, 1998 ).”