Vesna Ferk Savec (Avtor), Špela Svetičič (Avtor), Iztok Devetak (Avtor), Gregor Torkar (Avtor)

Povzetek

When learning chemistry, students encounter various visualizations introducing scientific concepts and processes unobservable to the naked eye. It is often assumed that these visualizations support students’ understanding and enable them to solve problems more efficiently. The research presented here investigates students’ use of an explanatory key while solving tasks based on submicroscopic representations. The following features of the explanatory key were examined: 1) colored versus black-and-white, and 2) pictorial versus textual. Eye-fixation patterns and students’ verbal explanations indicated that the presence of color in the key does not influence students’ task solving. However, significant differences were observed with regard to a textual versus pictorial key used in the tasks: students spent more time and fixated more frequently on the key while solving tasks using a textual key in comparison to a pictorial key. The results indicate that the type of explanatory key might play an important role in revealing students’ representational competence with regard to submicroscopic representations.

Ključne besede

vizualizacijski gradniki;

Podatki

Jezik: Angleški jezik
Leto izida:
Tipologija: 1.01 - Izvirni znanstveni članek
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: Ljubljana, Slovensko kemijsko društvo
UDK: 37.091.3:54
COBISS: 11383113 Povezava se bo odprla v novem oknu
ISSN: 1318-0207
Št. ogledov: 736
Št. prenosov: 234
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Slovenski jezik
Sekundarne ključne besede: vizualizacijski gradniki;reševanje nalog;legende;chemistry;learning;kemija;učenje;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Članek v reviji
Strani: str. 864-873
Letnik: ǂVol. ǂ63
Zvezek: ǂno. ǂ4
Čas izdaje: 2016
DOI: 10.17344/acsi.2016.2835
ID: 9237014