Search results for author:"Kenneth C Williamson"
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Identifying Student Use of Ball-and-Stick Images versus Electrostatic Potential Map Images via Eye Tracking
Journal of Chemical Education Vol. 90, No. 2 (February 2013) pp. 159–164
This pilot study examined students' use of ball-and-stick images versus electrostatic potential maps when asked questions about electron density, positive charge, proton attack, and hydroxide attack with six different molecules (two alcohols,...
Journal of Science Education and Technology Vol. 13, No. 3 (September 2004) pp. 315–323
Different visualization techniques have been used for teaching chemistry concepts. Previous studies have shown that when molecular animations and video demonstrations are used, students seem to better correlate all three levels of representation:...
The Effect of Viewing Order of Macroscopic and Particulate Visualizations on Students' Particulate Explanations
Vickie M. Williamson; Sarah M. Lane; Travis Gilbreath; Roy Tasker; Guy Ashkenazi; Kenneth C. Williamson; Ronald D. Macfarlane
Journal of Chemical Education Vol. 89, No. 8 (August 2012) pp. 979–987
A prior study showed that students best make predictions about the outcome of opening a valve between two flasks containing a fluid or vacuum when they view both a demonstration video and a particulate animation, but the study showed no influence...
Scott R. Hinze; David N. Rapp; Vickie M. Williamson; Mary Jane Shultz; Ghislain Deslongchamps; Kenneth C. Williamson
Learning and Instruction Vol. 26, No. 1 (August 2013) pp. 12–21
Students are frequently presented with novel visualizations introducing scientific concepts and processes normally unobservable to the naked eye. Despite being unfamiliar, students are expected to understand and employ the visualizations to solve...