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EXPlainistry: Creating Documentation, Explanations, and Animated Visualizations of Chemistry Experiments Supported by Information and Communication Technology to Help School Students Understand Molecular-Level Interactions

Seibert, J; Kay, CWM; Huwer, J; (2018) EXPlainistry: Creating Documentation, Explanations, and Animated Visualizations of Chemistry Experiments Supported by Information and Communication Technology to Help School Students Understand Molecular-Level Interactions. Journal of Chemical Education , 96 (11) pp. 2503-2509. 10.1021/acs.jchemed.8b00819.

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Abstract

Given that students are constantly communicating and documenting special experiences in their social and private lives with digital devices, we suggest that this behavior could be used to record and deepen learning experiences-such as visualizing reactions at the molecular level-in a chemistry class. An example would be the creation of stop-motion videos to aid the visualization process for the documentation of experiments. This approach makes use of well-established techniques for documentation and visualization (e.g., static models or pictures) and combines them with dynamic approaches (e.g., animations) in order to enhance explanations of chemical experiments. Here, we describe how we use this approach to augment the novel teaching method, EXPlainistry (experiments explained in chemistry) with 5th to 12th graders, and consider how it helps students use ICT (information and communications technology) in order to document, explain, and visualize experiments in chemistry education.

Type: Article
Title: EXPlainistry: Creating Documentation, Explanations, and Animated Visualizations of Chemistry Experiments Supported by Information and Communication Technology to Help School Students Understand Molecular-Level Interactions
DOI: 10.1021/acs.jchemed.8b00819
Publisher version: https://doi.org/10.1021/acs.jchemed.8b00819
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: High School/Introductory Chemistry, Collaborative/Cooperative Learning, Computer-Based Learning, Inquiry-Based/Discovery Learning, Misconceptions/Discrepant Events, Multimedia-Based Learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > UCL BEAMS
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Maths and Physical Sciences
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Maths and Physical Sciences > London Centre for Nanotechnology
URI: https://discovery.ucl.ac.uk/id/eprint/10086042
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