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Title: Making Energy Easy: Interacting with the Forces Underlying Chemical Bonding Using ELI-Chem Simulation
Authors: Zohar, Asnat R.
Levy, Sharona
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Zohar, A. R. & Levy, S. (2018). Making Energy Easy: Interacting with the Forces Underlying Chemical Bonding Using ELI-Chem Simulation. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: This work seeks to develop and explore high-school chemistry students’ conceptual understanding regarding forces and energy during chemical bonding. Having no access to the molecular world and lacking the force-based explanation, students view bonds as attached solid spheres for which energy is needed to bring them together, or as coiled springs that release energy when relaxed. Our ELI-Chem learning environment enables sensory-motor experiences of attractive and repulsive forces at four increasing degrees of embodiment, from mouse interaction to haptic feedback. The theoretical framework is based on embodied learning theory by relating conceptual learning to bodily experience. A DBR-mixed methods research was conducted with 48 students using a pretest-intervention-posttest design. Findings show an increase in students' conceptual understanding in all four conditions, with the highest learning gain in the haptic condition. ELI-Chem provided students the vocabulary, concepts and principles that are required to shift from naïve knowledge to a force-based understanding.
Appears in Collections:ICLS 2018

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