Nothing Special   »   [go: up one dir, main page]

skip to main content
10.1145/1017833.1017850acmconferencesArticle/Chapter ViewAbstractPublication PagesidcConference Proceedingsconference-collections
Article

Chemation: classroom impact of a handheld chemistry modeling and animation tool

Published: 01 June 2004 Publication History

Abstract

This study introduces Chemation, a handheld application developed for middle school students learning chemistry concepts. We report on an initial study to examine the impact of Chemation on classroom activities and determine the added value over physical ball-and-stick models. Six teachers and their seventh grade students participated in this study. Data collected include classroom videos and observations, teacher and student interviews, and reviews of student artifacts (e.g., chemical models). The results of this study provide insight into future revisions for Chemation and the affordances and constraints of handheld tools for classroom activities.

References

[1]
Ahtee, M. and Varjola, I. Students' understanding of chemical reaction. International Journal of Science Education, 20 (3). 305-316.
[2]
Kozma, R. B., Russell, J., Jones, T., Marx, N. and Davis, J. The use of multiple, linked representations to facilitate science understanding. in Vosniadou, S., Corte, E. D., Glaser, R. and Mandl, H. eds. International perspectives on the design of technology-supported learning environments, Lawrence Erlbaum Associates, Mahwah, New Jersey, 1996.
[3]
Krajcik, J. Developing students' understanding of chemical concepts. in Glynn, S. M., Yeany, R. H. and Britton, B. K. eds. The Psychology of Learning Science, 1991, 117-147.
[4]
National Research Council National Science Education Standards. National Academy, Washington, DC, 1996.
[5]
Schank, P. and Kozma, R. B. Learning chemistry though the use of a representation-based knowledge building environment. Journal of Computers in Mathematics and Science Teaching, 21 (3). 253-279.
[6]
Wu, H.-K., Krajcik, J. and Soloway, E. Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38 (7). 821-842.

Cited By

View all
  • (2009)The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matterScience Education10.1002/sce.2035294:1(73-94)Online publication date: 27-Jul-2009

Recommendations

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

cover image ACM Conferences
IDC '04: Proceedings of the 2004 conference on Interaction design and children: building a community
June 2004
190 pages
ISBN:1581137915
DOI:10.1145/1017833
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Sponsors

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 01 June 2004

Permissions

Request permissions for this article.

Check for updates

Author Tags

  1. animation
  2. chemistry
  3. handheld computers
  4. modeling

Qualifiers

  • Article

Conference

IDC04
Sponsor:

Acceptance Rates

Overall Acceptance Rate 172 of 578 submissions, 30%

Contributors

Other Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

  • Downloads (Last 12 months)2
  • Downloads (Last 6 weeks)0
Reflects downloads up to 23 Nov 2024

Other Metrics

Citations

Cited By

View all
  • (2009)The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matterScience Education10.1002/sce.2035294:1(73-94)Online publication date: 27-Jul-2009

View Options

Login options

View options

PDF

View or Download as a PDF file.

PDF

eReader

View online with eReader.

eReader

Media

Figures

Other

Tables

Share

Share

Share this Publication link

Share on social media