Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Constructing Scientific Explanations for Chemical Phenomena through Drawings among 8th-grade Students
1
Instituto de Educação da Universidade de Lisboa, PORTUGAL
Publication date: 2021-01-20
EURASIA J. Math., Sci Tech. Ed 2021;17(1):em1937
KEYWORDS
ABSTRACT
The current study examines the progress of 8th-grade student drawings and written explanations
of chemical phenomenon, subsequent to being involved in an instructional strategy that explicitly
involves drawing as a supportive toll to construct scientific explanations. Additionally, the study
examines the association between the representation of specific conceptual elements, such as
structure, motion, and interactions, and the explanatory level of students’ written explanations.
These goals were addressed by comparing the students’ collected drawings and explanations by
applying the same open-ended question before and after the instructional strategy. Results show
that after the instructional strategy significantly more students created more accurate drawings
and drawings depicting more conceptual elements. Additionally, the students’ written
explanations significantly changed, progressing from descriptive accounts to discussions of
specific underlying mechanisms at the submicroscopic level. Furthermore, the association
between students’ written explanations and drawings was stronger after the strategy. This study
strengthens the argument for drawing interaction in explanation construction.
REFERENCES (45)
1.
Akaygun, S. (2016). Is the oxygen atom static or dynamic? The effect of generating animations on students’ mental models of atomic structure. Chemistry Education Research and Practice, 17, 788-807. https://doi.org/10.1039/c6rp00....
2.
Al-Balushi, S. M. (2013). The Effect of Different Textual Narrations on Students’ Explanations at the Submicroscopic Level in Chemistry. Eurasia Journal of Mathematics, Science & Technology Education, 9(1), 3-10. https://doi.org/10.12973/euras....
3.
Andrade, V., Freire, S. & Baptista, M. (2019). Constructing Scientific Explanations: a System of Analysis for Students’ Explanations. Research in science education, 49, 787-807. https://doi.org/10.1007/s11165....
4.
Ardac, D., & Akaygun, S. (2005). Using Static and Dynamic Visuals to Represent Chemical Change at Molecular Level. International Journal of Science Education, 27(11), 1269-1298. https://doi.org/10.1080/095006....
5.
Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science, 333, 1096-1097. https://doi.org/10.1126/scienc....
6.
Becker, N., Noyes, K., & Cooper, M. (2016). Characterizing students’ mechanistic reasoning about london dispersion forces. Journal of Chemistry Education, 93, 1713-1724. https://doi.org/10.1021/acs.jc....
7.
Braaten, M., & Windschitl, M. (2011). Working toward a stronger conceptualization of scientific explanation for science education. Science Education, 95(4), 639-669. https://doi.org/10.1002/sce.20....
8.
Chang, H. Y., Quintana, C., & Krajcik, J. (2014). Using Drawing Technology to Assess Students’ Visualizations of Chemical Reaction Processes. Journal of Science Education and Technology, 23, 355-369. https://doi.org/10.1007/s10956....
9.
Chi, M. T. H., (2009). Active-constructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105. https://doi.org/10.1111/tops.1....
10.
Cohen, L., Manion, L., & Morison, K. (2007). Research methods in education. Routledge.
11.
Cooper, M. M. (2015). Why Ask Why? Journal of Chemistry Education, 92, 1273-1279. https://doi.org/10.1021/acs.jc....
12.
Cooper, M. M., Stieff, M., & DeSutter, D. (2017). Sketching the invisible to predict the visible: From drawing to modeling in chemistry. Topics in Cognitive Science, 9, 1-19. https://doi.org/10.1111/tops.1....
13.
Hatzinikita, V., Koulaidis, V., & Hatzinikitas, A. (2005). Modeling Pupils’ Understanding and Explanations Concerning Changes in Matter. Research in Science Education, 35, 471-495. https://doi.org/10.1007/s11165....
14.
Kelly, R. M., & Jones, L. L. (2008). Investigating Students’ Ability To Transfer Ideas Learned from Molecular Animations of the Dissolution Process. Journal of Chemistry Education, 85, 303-309. https://doi.org/10.1021/bk-201....
15.
Kozma, R. B. (2003). The material features of multiple representations and their cognitive and social affordances for science under-standing. Learning and Instruction, 13, 205-226. https://doi.org/10.1016/S0959-....
16.
Kozma, R., & Russell, J. (2005). Students becoming chemists: Developing representational competence. In J. K. Gilbert (Ed.), Visualization in science education (pp. 121-145). Springer. https://doi.org/10.1007/1-4020....
17.
Krist, C., Scahwarz, C. V., & Reiser, B. J. (2018). Identifying essential epistemic heuristics for guiding mechanistic reasoning in science learning. Journal of Learning Sciences, 28(2), 160-206. https://doi.org/10.1080/105084....
18.
Leenaars, F. A. J., van Joolingen, W. R., & Bollen, L. (2013). Using self-made drawings to support modelling in science education. British Journal of Education and Technology, 44(1), 82-94. https://doi.org/10.1111/j.1467....
20.
McCain, K. (2015). Explanation and the nature of scientific knowledge. Science & Education, 24, 827-854. https://doi.org/10.1007/s11191....
21.
Merritt, J. D., Krajcik, J., & Schwarz, Y. (2008). Development of a learning progression for the particle model of matter. Proceedings of the ICLS Conference, 2008.
22.
Ministério da Educação e Ciência (2013). Metas Curriculares do 3.º Ciclo do Ensino Básico: Ciências Físico-Químicas, Lisboa, Ministério da Educação e Ciência.
23.
Moreira, P., Marzabal, A., & Talanquer, V. (2018). Using a mechanistic framework to characterise chemistry students’ reasoning in written explanations. Chemistry Education Research and practice, 20, 120-131. https://doi.org/10.1039/C8RP00....
24.
NRC (National Research Council) (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education, Washington, DC: The National Academies Press. https://doi.org/10.17226/13165.
25.
Oliveira, D. K. B. S., Justi, R., & Mendonça, P. C. C. (2015). The use of representations and argumentative and explanatory situations. International Journal of Science Education, 37(9), 1402-1435. https://doi.org/10.1080/095006....
26.
Papageorgiou, G. (2013). Can Simple Particle Models Support Satisfying Explanations of Chemical Changes for Young Students? In G. Tsaparlis & H. Sevian (Eds), Concepts of Matter in Science Education (319-330). Springer: Springer online. https://doi.org/10.1007/978-94....
27.
Parnafes, O. (2010). Representational Practices in the Activity of Student-Generated Representations (SGR) for Promoting Conceptual Understanding. Proceedings of the ICLS ConferenceICLS, 301.
28.
Prain, V., Tytler, R., & Peterson, S. (2009). Multiple Representation in Learning About Evaporation. International Journal of Science Education, 31(6), 787-808. https://doi.org/10.1080/095006....
29.
Rappoport, L. T., & Ashkenazi, G. (2008). Connecting levels of representation: Emergent versus submergent perspective. International Journal of Science Education, 30(12), 1585-1603. https://doi.org/10.1080/095006....
30.
Ryan, S., & Stieff, M. (2019). Drawing for Assessing Learning Outcomes in Chemistry. Journal of Chemistry Education, 96(9), 1813-1820, https://doi.org/10.1021/acs.jc....
31.
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., …(2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners, Journal of Research in Science Teaching, 46(6), 632-654. https://doi.org/10.1002/tea.20....
32.
Sevian, H., & Stains, M. (2013). Implicit Assumptions and progress variables in a learning progression about structure and motion of matter, In G. Tsaparlis & H. Sevian (Eds), Concepts of Matter in Science Education (69-95). Springer (e-library). https://doi.org/10.1007/978-94....
33.
Stavridou, H., & Solomonidou, C. (1998). Conceptual reorganization and the construction of the chemical reaction concept during secondary education. International Journal of Science Education, 20, 205-221. https://doi.org/10.1080/095006....
34.
Taber, K. (2018). Representations and visualisation in teaching and learning chemistry. Chemistry Education Research and Practice, 19, 405-409, https://doi.org/10.1039/c8rp90....
35.
Taber, K. S. (2013). Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chemistry Education Research and Practice, 14(2), 156-168. https://doi.org/10.1039/C3RP00....
36.
Taber, K. S., & García-Franco, A. (2010). Learning processes in chemistry: Drawing upon cognitive resources to learn about the particulate structure of matter. Journal of the Learning Science, 19(1), 99-142. https://doi.org/10.1080/105084....
37.
Talanquer, V. (2009). On cognitive constraints and learning progressions: The case of “structure of matter”. International Journal of Science Education, 31(15), 2123-2136. https://doi.org/10.1080/095006....
38.
Talanquer, V. (2010). Exploring dominant types of explanations built by general chemistry students. International Journal of Science Education, 32(18), 2393-2412. https://doi.org/10.1080/095006....
39.
Talanquer, V. (2011). Macro, Submicro, and Symbolic: The many faces of the chemistry ‘‘ “triplet’’. International Journal of Science Education, 33(2), 179-195. https://doi.org/10.1080/095006....
40.
Talanquer, V. (2018). Exploring mechanistic reasoning in chemistry, in Yeo J., Teo T. W. and Tang K. S. (ed.), Science Education Research and Practice in Asia-Pacific and Beyond, Singapore: Springer, pp. 39-52. https://doi.org/10.1007/978-98....
41.
Tümay, H. (2016). Reconsidering learning difficulties and misconceptions in chemistry: emergence in chemistry and its implications for chemical education. Chemistry Education Research and Practice, 17, 229-245. https://doi.org/10.1039/c6rp00....
42.
Tversky, B., & Suwa, M. (2009). Thinking with sketches. In A. B. Markman & K. L. Wood (Eds.), Tools for Innovation: The science beyond the practical methods that drive new ideas. (pp. 75—84). New York, NY: Oxford University Press.
43.
Wilkerson-Jerde, M. H., Gravel, B. E., & Macrander, C. A. (2015). Exploring Shifts in Middle School Learners’ Modeling Activity While Generating Drawings, Animations, and Computational Simulations of Molecular Diffusion. Journal of Science Education and Technology, 24, 396-415. https://doi.org/10.1007/s10956....
44.
Williams, L. C., Underwood, S. M., Klymkowsky, M. W., & Cooper, M. M. (2015). Are noncovalent interactions an Achilles heel in chemistry education? A comparison of instructional approaches. Journal of Chemistry Education, 92, 1979-1987. https://doi.org/10.1021/acs.jc....
45.
Zhang, Z. H., & Linn, M. C. (2011). Can generating representations enhance learning with dynamic visualizations? Journal of Research in Science Teaching., 48(10), 1177-1198. https://doi.org/10.1002/tea.20....
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
