Faculty Publications

Addressing Student Misconceptions Concerning Electron Flow In Aqueous Solutions With Instruction Including Computer Animations And Conceptual Change Strategies

Document Type

Article

Journal/Book/Conference Title

International Journal of Science Education

Volume

22

Issue

5

First Page

521

Last Page

537

Abstract

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 were investigated. Preliminary results for verbal conceptual questions suggest that conceptual change instruction was effective at dispelling student misconceptions that electrons flow in aqueous solutions of electrochemical cells. Computer animations did not appear to have an effect on students’ responses to visual or verbal conceptual questions. An animation/conceptual change interaction for verbal conceptual questions suggests that animations may prove distracting when the questions do not require students to visualize. Data from this study also suggests that lecture attendance and recitation participations helped students answer visual questions. © 2000 Taylor & Francis Ltd.

Department

Department of Chemistry

Original Publication Date

1-1-2000

DOI of published version

10.1080/095006900289769

Link to Full Text

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