The impact of prior knowledge on the educational effectiveness of simulations for reconciling chemical equations

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F24%3A43974814" target="_blank" >RIV/49777513:23420/24:43974814 - isvavai.cz</a>

Výsledek na webu

<a href="https://pages.pedf.cuni.cz/pbe/files/2024/09/PBE2023_final.pdf" target="_blank" >https://pages.pedf.cuni.cz/pbe/files/2024/09/PBE2023_final.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The impact of prior knowledge on the educational effectiveness of simulations for reconciling chemical equations

Popis výsledku v původním jazyce

Balancing chemical equations is a difficult element of chemical education. Therefore, the solution is to use PhET simulation, which shows how by making sandwiches you learn to balance chemical reactions. Our previous research has demonstrated the usefulness of this simulation in teaching children aged 9 to 12. Over 50% of them achieved success. The research aimed to investigate whether this simulation is equally useful in teaching older students (respondents were between 14 and 19 years old). A total of 251 students completed a pre-test and then a post-test after working with the simulation. It turned out that the longer students studied chemistry, the more difficult it was for them to understand this analogy. As an explanation for this fact, psychological concepts such as negative transfer, proactive. This means that simulations should be used at the earliest possible stages of learning.

Název v anglickém jazyce

The impact of prior knowledge on the educational effectiveness of simulations for reconciling chemical equations

Popis výsledku anglicky

Balancing chemical equations is a difficult element of chemical education. Therefore, the solution is to use PhET simulation, which shows how by making sandwiches you learn to balance chemical reactions. Our previous research has demonstrated the usefulness of this simulation in teaching children aged 9 to 12. Over 50% of them achieved success. The research aimed to investigate whether this simulation is equally useful in teaching older students (respondents were between 14 and 19 years old). A total of 251 students completed a pre-test and then a post-test after working with the simulation. It turned out that the longer students studied chemistry, the more difficult it was for them to understand this analogy. As an explanation for this fact, psychological concepts such as negative transfer, proactive. This means that simulations should be used at the earliest possible stages of learning.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Project-based Education and other activating Strategies in Science Education XXI.

ISBN

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ISSN

2695-0626

e-ISSN

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Počet stran výsledku

9

Strana od-do

64-72

Název nakladatele

Charles University, Faculty of Education

Místo vydání

Praha

Místo konání akce

Praha

Datum konání akce

2. 11. 2023

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

001328096200007