You are here:

How Computer Simulations Can Assist Model Generation In Students: Providing an Adaptable Structure to Guide Student Learning
PROCEEDINGS

, , , , University of British Columbia, Canada

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

Le Châtelier's principle and chemical equilibrium are considered two of the most difficult topics for students in high school chemistry, and despite the development of numerous simulations, software solutions have met with limited success. We present two case studies of expert teachers teaching Le Châtelier's Principle and show how the findings of the case studies have informed the design of a novel simulation. We have identified several key tactics used by these teachers that are not currently supported or enhanced by available simulations. Based on these studies, we have designed a novel simulation that 1) affords opportunities for model construction with analogies, 2) facilitates model evaluation by providing multiple reaction representations, and 3) guides learning by explicitly requesting predictions from students. This paper reveals strategies to promote model-based learning in chemistry and a design for an educational simulation that has been closely informed by model-based teaching practices.

Citation

Sprague, D., Trey, S., Pillay, S. & Khan, S. (2005). How Computer Simulations Can Assist Model Generation In Students: Providing an Adaptable Structure to Guide Student Learning. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1666-1673). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from .

© 2005 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Blauch, D.N. (1998). Le Chatelier's Principle. Retrieved October 4, 2004, from Davidson College, Department of Chemistry WebSite: http://www.chm.davidson.edu/java/LeChatelier/LeChatelier.html.
  2. Clement, J. & Steinberg, M. (2002). Step-wise evolution of models of electric circuits: A "learning-aloud" case study. Journal of the Learning Sciences, 11 (4), 389-452.
  3. De Jong, T., Martin, E., Zamarro, J-M., Esquembre, F., Swaak, J., & Van Joolingen, W.R. (1999). The integration of computer simulation and learning support: An example from the physics domain of collisions. Journal of Research in Science Teaching, 36 (5), 597-615.
  4. Else, M., Clement, J. & Ramirez, M. (2003). Should different types of analogies be treated differently in instruction? Observations from a middle-school life science curriculum. Proceedings of the National Association for Research in Science Teaching, Philadelphia, PA. Retrieved November 14, 2004 from http://www-unix.oit.umass.edu/~clement/pdf/mj_narst.pdf.
  5. Erickson, F. (1998). Qualitative methods for science education. In B.J. Fraser& K.G. Tobin (Eds.), International Handbook of Science Education (pp. 1155-1173). Dordrecht: Kluwer Academic Publishers.
  6. Gentner, D. & Gentner, D.R. (1983). Flowing waters or teeming crowds: Mental models of electricity. In D. Gentner & A. Stevens (Eds.), Mental Models (pp. 99-130). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
  7. Glynn, S.M. (1991). Explaining science concepts: A teaching-with-analogies model. In S. Glynn, R, Yeany & B. Britton (Eds.), The Psychology of Learning Science (pp. 219-240). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
  8. Gussarsky, E. & Gorodetsky, M. (1990). On the concept “chemical equilibrium”: The associative framework. Journal of Research in Science Teaching, 27 (3), 197-204.
  9. Hebden, J.A. (1998). Hebden chemistry 12 – a workbook for students. Kamloops, BC: Hebden Home Publishing.
  10. Huddle, P.A. & Pillay, A.E. (1996). An in-depth study of misconceptions in stoichiometry and chemical equilibrium at a South African university. Journal of Research in Science Teaching, 33 (1), 65-77.
  11. Khan, S. (2004). Student construction of visualizable models in chemistry: Teacher guidance strategies. In Proceedings of the 18th International Conference on Chemical Education (ICCE), Istanbul, Turkey. Pp. 97.
  12. Khan, S. (2002). The integration of multiple, compact simulations to achieve process and content goals in an introductory chemistry course. Annual Meeting of the American Educational Research Association (AERA), New Orleans, LA. Pp. 1-12.
  13. Kozma, R. (2000). The use of multiple representations and the social construction of understanding in chemistry. In M. Jacobson& R. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 11-46). Mahwah, NJ: Erlbaum Associates Inc.
  14. Nersessian, N. (2002). The Cognitive basis of model-based reasoning in science. In Carruthers, P., Stich, S., & Siegal, M. (Eds.) The Cognitive Basis of Science (pp. 133-153). Cambridge: Cambridge University Press.
  15. Norman, D.A. (1983). Some observations on mental models. In D. Gentner & A.L. Stevens (Eds.), Mental Models (pp. 15-34).
  16. Stieff, M., & Wilensky, U. (2003). Connected chemistry-incorporating interactive simulations into the chemistry classroom. Journal of Science Education and Technology, 12 (3), 285-302.
  17. Staggers, N., & Norcio, A.F. (1993). Mental models: Concepts for human-computer interaction research. International Journal of Man-Machine Studies, 38(4), 587-605.
  18. Stratford, S.J. (1997). A review of computer-based model research in precollege science classrooms. Journal of Computers in Mathematics and Science Teaching, 16(1), 3-23.
  19. Volland, W. (1998). Le Chatelier's Principle: What Happens to an Equilibrium When Conditions Change. Retrieved December 16, 2004 from Bellevue Community College, Science Division website: http://scidiv.bcc.ctc.edu/wv/7/0007-008le_chatelier.html.
  20. Wu, H., Krajcik, J.S., & Soloway, E. (2001). Promoting understanding of chemical representations: Students’ use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38 (7), 821-842.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read