Designing and implementing effective animations and simulations for chemistry learning

Ruth N. Schwartz, Catherine Milne, Bruce D. Homer, Jan L. Plass

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

With recent advances in technology, animations and simulations are increasingly available for science education. These dynamic resources can be useful for communicating some of the critical ideas that are fundamental to chemistry; however, numerous factors contribute to their effectiveness. In this chapter, we describe our research in designing and implementing a sequence of interactive multimedia simulations on Kinetic Molecular Theory and associated topics, developed for use in high school classrooms. We first discuss the role of representations in chemistry learning, specific attributes of simulations and animations, and theoretical approaches to how people learn from multimedia resources in general and dynamic representations in particular. We then situate this theoretical discussion in practice by describing our own experience in designing, building, testing, and implementing simulations for chemistry education.

Original languageEnglish (US)
Title of host publicationPedagogic Roles of Animations and Simulations in Chem Courses
PublisherAmerican Chemical Society
Pages43-76
Number of pages34
ISBN (Print)9780841228269
DOIs
StatePublished - Sep 19 2013

Publication series

NameACS Symposium Series
Volume1142
ISSN (Print)0097-6156
ISSN (Electronic)1947-5918

ASJC Scopus subject areas

  • Chemistry(all)
  • Chemical Engineering(all)

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