Effectiveness of multimedia-based instruction that emphasizes molecular representations on students' understanding of chemical change

By D. Ardaç, S. Akaygun. 2004

315 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/f06e8c8bcc7f72cada4e3ef41f410f7d0bf5b236

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In Education

In Experimental and Cognitive Psychology

In Physical and Theoretical Chemistry

Citations in the corpus

Visualization: A Metacognitive Skill in Science and Science Education (2005, background): “There is a steadily growing body of research that suggests that student achievement in science is generally supported by direct access to multi-media modes of representation e.g.( Ardac & Akaygun, 2004 ).”
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.”
Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry (2010, background): “A conceptual animation should be designed to provide a visualization of a specific chemical process (Appling and Peake 2004; Ardac and Akaygun 2004; Burke et al. 1998).”
Can generating representations enhance learning with dynamic visualizations (2011, background): “Several studies have shown that visualizations improve the learning of different chemistry topics (Ardac & Akaygun, 2004; Barak & Dori, 2005; Frailich, Kesner, & Hofstein, 2009; Marbach-Ad, Rotbain, & Stavy, 2008; Sanger, Brecheisen, & Hynek, 2001; Williamson & Journal of Research in Science…”
Using Static and Dynamic Visuals to Represent Chemical Change at Molecular Level (2005, background): “In our earlier work (Ardac & Akaygun, 2004 ) we found that students who received multimedia‐based instruction that emphasized the molecular state of chemicals performed better than the regular instruction students in terms of the resulting test scores and the ease with which they could represent ma”
Exploring How Different Features of Animations of Sodium Chloride Dissolution Affect Students’ Explanations (2007, background): “Some researchers (Ardac and Akaygün 2004; Burke et al. 1998; Williamson and Abraham 1995) believe that animations, which could be viewed as dynamic pictures, may trigger the formation of deeper coding, thus more expert-like mental models of the phenomena. Yet, according to ChanLin (2000) if a concep”
Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness (2008, background): “Proponents such as Prensky (2001) and academics such as Asgari (2005) claimed that while part of the motivation may initially come from novelty effects, competitive enjoyment, or stimulation, the best types of engagement come from learners’ enjoyment of a more effective learning experience, one that”
The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation (2007, methodology): “Finally, the use of multi-media software and computer animations that illustrate the changes that the atoms, ions and molecules undergo during chemical reactions can further reinforce the relationship between the observed changes and the changes at the particulate level ( Ardac and Akaygun, 2005, 20”