Details
| Original language | English |
|---|---|
| Pages (from-to) | 275-282 |
| Number of pages | 8 |
| Journal | Journal of Chemical Education |
| Volume | 97 |
| Issue number | 1 |
| Early online date | 21 Nov 2019 |
| Publication status | Published - 14 Jan 2020 |
Abstract
Although demonstrations play a central role in teaching and learning chemistry, the effects of concrete setup principles have rarely been subject to systematic empirical studies. According to the left-to-right principle, the educator should begin with the first step of a reaction in the upper left part of the setup and then place the following apparatus in the lower right. Using data from an experimental eye-tracking study on students' visual attention that was published in the Journal of Chemical Education, we reanalyzed eye-tracking in order to find out whether eye-movements are influenced in a manner that supports a setup according to the left-to-right principle. On the basis of a pattern analysis, the results show that left-to-right patterns generally appear significantly more often within the data than right-to-left patterns. Although the left-to-right demonstration does not seem to systematically include more left-to-right patterns, it is associated with a decrease of right-to-left patterns. Accordingly, a right-to-left setup seems to add more eye-movements that do not follow the logic of the demonstration. We discuss these findings with regard to their importance for educators and new perspectives on future chemistry demonstrations research.
Keywords
- Applications of Chemistry, Demonstrations, Hands-On Learning/Manipulatives, High School/Introductory Chemistry, Laboratory Instruction
ASJC Scopus subject areas
- Chemistry(all)
- General Chemistry
- Social Sciences(all)
- Education
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In: Journal of Chemical Education, Vol. 97, No. 1, 14.01.2020, p. 275-282.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Setting Up Chemistry Demonstrations According to the Left-to-Right Principle
T2 - An Eye-Movement-Pattern-Based Analysis
AU - Nehring, Andreas
AU - Busch, Sebastian
PY - 2020/1/14
Y1 - 2020/1/14
N2 - Although demonstrations play a central role in teaching and learning chemistry, the effects of concrete setup principles have rarely been subject to systematic empirical studies. According to the left-to-right principle, the educator should begin with the first step of a reaction in the upper left part of the setup and then place the following apparatus in the lower right. Using data from an experimental eye-tracking study on students' visual attention that was published in the Journal of Chemical Education, we reanalyzed eye-tracking in order to find out whether eye-movements are influenced in a manner that supports a setup according to the left-to-right principle. On the basis of a pattern analysis, the results show that left-to-right patterns generally appear significantly more often within the data than right-to-left patterns. Although the left-to-right demonstration does not seem to systematically include more left-to-right patterns, it is associated with a decrease of right-to-left patterns. Accordingly, a right-to-left setup seems to add more eye-movements that do not follow the logic of the demonstration. We discuss these findings with regard to their importance for educators and new perspectives on future chemistry demonstrations research.
AB - Although demonstrations play a central role in teaching and learning chemistry, the effects of concrete setup principles have rarely been subject to systematic empirical studies. According to the left-to-right principle, the educator should begin with the first step of a reaction in the upper left part of the setup and then place the following apparatus in the lower right. Using data from an experimental eye-tracking study on students' visual attention that was published in the Journal of Chemical Education, we reanalyzed eye-tracking in order to find out whether eye-movements are influenced in a manner that supports a setup according to the left-to-right principle. On the basis of a pattern analysis, the results show that left-to-right patterns generally appear significantly more often within the data than right-to-left patterns. Although the left-to-right demonstration does not seem to systematically include more left-to-right patterns, it is associated with a decrease of right-to-left patterns. Accordingly, a right-to-left setup seems to add more eye-movements that do not follow the logic of the demonstration. We discuss these findings with regard to their importance for educators and new perspectives on future chemistry demonstrations research.
KW - Applications of Chemistry
KW - Demonstrations
KW - Hands-On Learning/Manipulatives
KW - High School/Introductory Chemistry
KW - Laboratory Instruction
UR - http://www.scopus.com/inward/record.url?scp=85075782865&partnerID=8YFLogxK
U2 - 10.1021/acs.jchemed.9b00102
DO - 10.1021/acs.jchemed.9b00102
M3 - Article
VL - 97
SP - 275
EP - 282
JO - Journal of Chemical Education
JF - Journal of Chemical Education
SN - 0021-9584
IS - 1
ER -