View source for Leverage Learning from Chemistry Visualizations (Ming & Schoenfield)

== Leverage Learning from Chemistry Visualizations ==
=== Summary Table ===
====Study 1====
{| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"
| '''PIs''' || Norma Ming and Alan Schoenfield
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| '''Other Contributors''' ||

|-
| '''Study Start Date''' || January, 2009
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| '''Study End Date''' || December, 2009
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| '''LearnLab Site''' || Berkeley, CA
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| '''LearnLab Course''' || 
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| '''Number of Students''' || 
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| '''Total Participant Hours''' || 
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| '''DataShop''' || Log data soon to be uploaded and available in the DataShop
|}

=== Abstract ===
An ongoing challenge that educators continually face is helping their students
recognize connections between related information while also appreciating distinctions
between only seemingly related information. Learners who fail to recognize connections
across different contexts or representations demonstrate overly specific knowledge, failing
to generalize what they have learned to new circumstances. Learners who fail to distinguish
between superficially related information demonstrate overly general knowledge, failing to
discriminate between subtle but important features of the problems before them. In the
former case, learners should refine their knowledge by removing irrelevant features from
overly specific knowledge components; in the latter, the desired knowledge refinement
requires adding relevant features to overly general knowledge components.
One promising approach for addressing this challenge for both situations is to ask
students to compare similar problem situations that highlight key commonalities and
differences. In particular, comparisons of different representations of related concepts may
prove especially valuable for helping students make sense of the complex visualizations
often employed in introductory chemistry lessons. Carefully designed comparisons may
help students coordinate information between and across multiple representations, enabling
them to refine their knowledge by drawing critical distinctions and recognizing fundamental
commonalities between the concepts represented. The research proposed here will examine
how structured comparisons of multiple representations of chemical reactions may facilitate
students’ abilities to generalize their understanding of common concepts across different
representations and to discriminate between different concepts in superficially similar
representations.
=== Background & Significance ===

=== Glossary ===
=== Research questions ===

===Planned experiments===

=== Hypotheses ===
=== Explanation ===
=== Further Information ===
==== Connections ====
==== Annotated Bibliography ====
==== References ====
==== Future Plans ====