Four sequences of macro, micro, and symbolic chemistry representations produced no statistically significant differences in students' learning performance¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Lin et al. examined four sequences of macro, micro, and symbolic representations for learning about phase changes and found no statistically significant differences in learning performance. → Tommi Kokkonen & Lennart Schalk 2021

Evidence¶

Tommi Kokkonen & Lennart Schalk 2021¶

Tommi Kokkonen & Lennart Schalk. (2021). One Instructional Sequence Fits all? A Conceptual Analysis of the Applicability of Concreteness Fading in Mathematics, Physics, Chemistry, and Biology Education. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09581-7

q2 · i? · theoretical · r3

Narrative review of Lin et al.'s study on students' ability to translate between chemistry representations when learning about phase changes, using videos of water freezing/melting, a molecular simulation, and symbolic quantities. The review reports "the four sequences do not result in statistical ly significant differences."

"The results show, however, that the four sequences do not result in statistical ly significant differences in students ’ learning performance."

Discussion¶

Related Claims¶

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