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The effectiveness of computer-genera...

Theall, Rachel Morgan.

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The effectiveness of computer-generated 3D animations in inquiry chemistry laboratory.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effectiveness of computer-generated 3D animations in inquiry chemistry laboratory./
作者:	Theall, Rachel Morgan.
面頁冊數:	126 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1221.
Contained By:	Dissertation Abstracts International64-03B.
標題:	Chemistry, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3084680

The effectiveness of computer-generated 3D animations in inquiry chemistry laboratory.
Theall, Rachel Morgan.

The effectiveness of computer-generated 3D animations in inquiry chemistry laboratory. - 126 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1221.

Thesis (Ph.D.)--Arizona State University, 2003.

It has been shown that students need a molecular-level understanding of substances in order to comprehend chemistry. For solid structures, atomic-level understanding requires students to learn additional and different concepts than for other states of matter. To aid understanding, animations were created to model unit cell structures and depict the properties of unit cells. In order to determine if these animations are helpful to students, they were tested during a laboratory exercise in which students had previously been using model kits and images from textbooks to learn about solid structures. Students evaluated in this study were from two lecture sections of general chemistry, one that routinely used animations during lecture and one that used a more traditional lecture format that did not include animations or models. Twelve laboratory sections of these lectures, taught by six different instructors each teaching two sections, were chosen for participation. One section for each instructor was given the animations as an optional tool for completing the laboratory assignment, which consisted of questions about unit cells and crystal structures.Subjects--Topical Terms:

1021807
Chemistry, General.

The effectiveness of computer-generated 3D animations in inquiry chemistry laboratory.
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245 1 4 $a The effectiveness of computer-generated 3D animations in inquiry chemistry laboratory.
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500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: B, page: 1221.
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502 $a Thesis (Ph.D.)--Arizona State University, 2003.
520 $a It has been shown that students need a molecular-level understanding of substances in order to comprehend chemistry. For solid structures, atomic-level understanding requires students to learn additional and different concepts than for other states of matter. To aid understanding, animations were created to model unit cell structures and depict the properties of unit cells. In order to determine if these animations are helpful to students, they were tested during a laboratory exercise in which students had previously been using model kits and images from textbooks to learn about solid structures. Students evaluated in this study were from two lecture sections of general chemistry, one that routinely used animations during lecture and one that used a more traditional lecture format that did not include animations or models. Twelve laboratory sections of these lectures, taught by six different instructors each teaching two sections, were chosen for participation. One section for each instructor was given the animations as an optional tool for completing the laboratory assignment, which consisted of questions about unit cells and crystal structures.
520 $a The results of the study indicate that students who looked at the animations performed significantly better on the assignment. For the control group, students who routinely viewed multiple representations of chemistry in lecture performed significantly better on the lab assignment than students in the lecture section where chemistry concepts were only presented on the chalkboard and overhead projector. Students in the traditional lecture section also had significantly less appreciation for the model kits used in the laboratory than students in the other lecture section. Observations of students in the lab combined with statistical results led to the revision of the solid structures investigation. Additional animations were created and inserted into the module that covered areas where students indicated more help was needed. Movies of "real life" chemistry were also incorporated into the module to help students relate the investigation to prior knowledge.
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