Abstract
This work seeks to develop and explore high-school chemistry students’ conceptual understanding regarding energy changes during chemical bonding. Lacking the force-based explanation, students rely on intuitive heuristics, thinking that energy is released during bond breaking, that energy is required to form a bond, or that energy is released in both bond formation and breaking. Our ELI-Chem learning environment enables interaction as an atom with another atom while experiencing the attraction and repulsion forces and observing the resultant potential energy diagram in real time. The theoretical framework is based on embodied learning theory by relating conceptual learning to bodily experience. The study uses mixed methods that include visual clustering, quantitative and qualitative data analysis. Research was conducted with six students using a pretest-intervention-posttest design. Learning with the ELI-Chem environment provided students the vocabulary, concepts and principles that are required to shift from either rote articulation or an octet-based explanation to a more force-based understanding. In the post-interview, they could explain the scientific bonding energetics and chemical stability using the relationships between attraction and repulsion electrical forces. (מתוך המאמר)
| Translated title of the contribution | אנרגיה והקשר הכימי: אינטראקציה עם אטומים וכוחות באמצעות הסימולציה הממוחשבת ELI-Chem |
|---|---|
| Original language | American English |
| Title of host publication | האדם הלומד בעידן הטכנולוגי: כנס צ'ייס למחקרי טכנולוגיות למידה (קובץ) |
| Pages | 13 (2018), 47E-56E |
| Number of pages | 44 |
| State | Published - 2018 |
IHP publications
- ihp
- Imaging systems
- Chemistry -- Study and teaching
- Education -- Data processing
- Chemistry
- Power resources
- Computer-assisted instruction