Assessment of Visual Analogy for teaching Chemical Kinetics Concepts in General Chemistry courses- a Pilot Study
Conference Tracks
Teaching Practices (Poster Only) – Analysis, synthesis, reflection, and discussion
Abstract
Visual Analogies are well-known instructional models for teaching abstract concepts by bridging a abstract concepts with familiar information. Previous studies have shown that Analogies that result in instructional scaffolding are more effective at promoting student learning than simple analogies. We have developed the 'Flipping Tiles' visual analogy to teach 'Chemical Kinetics' concept in General Chemistry course. Students that are taught using the animation are compared with a control group on depth of understanding and retention. We will present our methodology, pilot study results, lessons learnt and future direction of the study.
Session Format
Poster
1
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Narendrapurapu, Beulah S. and Greer, Kania, "Assessment of Visual Analogy for teaching Chemical Kinetics Concepts in General Chemistry courses- a Pilot Study" (2022). SoTL Commons Conference. 69.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/69
Assessment of Visual Analogy for teaching Chemical Kinetics Concepts in General Chemistry courses- a Pilot Study
Visual Analogies are well-known instructional models for teaching abstract concepts by bridging a abstract concepts with familiar information. Previous studies have shown that Analogies that result in instructional scaffolding are more effective at promoting student learning than simple analogies. We have developed the 'Flipping Tiles' visual analogy to teach 'Chemical Kinetics' concept in General Chemistry course. Students that are taught using the animation are compared with a control group on depth of understanding and retention. We will present our methodology, pilot study results, lessons learnt and future direction of the study.
