dor_id: 54219

506.#.#.a: Público

590.#.#.d: Los artículos enviados a la revista "Educación Química", se juzgan por medio de un proceso de revisión por pares

510.0.#.a: Bibliografía latinoamericana (Biblat); Coordinación de la formación del personal de nivel superior (CAPES); Consejo Nacional de Ciencia y Tecnología (CONACyT); Dialnet; Sistema Regional de Información en Línea para Revistas Científicas de América Latina, el Caribe, España y Portugal (Latindex); Matriz De Información de Análisis de Revistas (MIAR); PERIODICA; Scientific Electronic Library Online (SciELO); A Division of the American Chemical Society (CAS); Scimago Journal & Country Rank; Scopus; European Reference index for the Humanities and Social Sciences (ERIHPLUS)

561.#.#.u: https://quimica.unam.mx/

650.#.4.x: Biología y Química

336.#.#.b: article

336.#.#.3: Artículo de Investigación

336.#.#.a: Artículo

351.#.#.6: https://www.revistas.unam.mx/index.php/req

351.#.#.b: Educación Química

351.#.#.a: Artículos

harvesting_group: RevistasUNAM

270.1.#.p: Revistas UNAM. Dirección General de Publicaciones y Fomento Editorial, UNAM en revistas@unam.mx

590.#.#.c: Open Journal Systems (OJS)

270.#.#.d: MX

270.1.#.d: México

590.#.#.b: Concentrador

883.#.#.u: https://revistas.unam.mx/catalogo/

883.#.#.a: Revistas UNAM

590.#.#.a: Coordinación de Difusión Cultural

883.#.#.1: https://www.publicaciones.unam.mx/

883.#.#.q: Dirección General de Publicaciones y Fomento Editorial

850.#.#.a: Universidad Nacional Autónoma de México

856.4.0.u: https://www.revistas.unam.mx/index.php/req/article/view/63999/56163

100.1.#.a: Kelly, Resa M.

524.#.#.a: Kelly, Resa M. (2017). Learning from contrasting molecular animations with a metacognitive monitor activity. Educación Química; Vol. 28 Núm. 3, 2017; 181 - 194. Recuperado de https://repositorio.unam.mx/contenidos/54219

245.1.0.a: Learning from contrasting molecular animations with a metacognitive monitor activity

502.#.#.c: Universidad Nacional Autónoma de México

561.1.#.a: Facultad de Química, UNAM

264.#.0.c: 2017

264.#.1.c: 2018-03-21

653.#.#.a: Animations; College chemistry; Metacognition; Students’ ideas

506.1.#.a: La titularidad de los derechos patrimoniales de esta obra pertenece a las instituciones editoras. Su uso se rige por una licencia Creative Commons BY-NC-ND 4.0 Internacional, https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es, para un uso diferente consultar al responsable jurídico del repositorio por medio del correo electrónico educquim@unam.mx

884.#.#.k: https://www.revistas.unam.mx/index.php/req/article/view/63999

001.#.#.#: 047.oai:ojs.pkp.sfu.ca:article/63999

041.#.7.h: spa

520.3.#.a: A common problem associated with having General Chemistry students view animations is that students tend to accept the animations as ‘‘correct’’ explanations without question or consideration for their limitations. This study proposes a new strategy for presenting animations in chemistry instruction that requires students to critique contrasting animations to determine which animation is a best fit with video-recorded scientific evidence. The purpose of the study was to examine how undergraduate students, enrolled in their first semester of a General Chemistry course, responded to two contrasting animations, one that was scientifically accurate and one that was scientifically inaccurate, as molecular level explanations of a video of a redox reaction involving the reaction between solid copper and aqueous silver nitrate. An analysis of a metacognitive monitoring activity was performed to study how students saw similarities and differences between the animations, as well as, to their own molecular level explanations of the reaction event. The findings revealed that students picked up on the mechanistic differences between the animations, but they struggled with understanding why the reaction happened. Regardless of their background knowledge of chemistry, students voiced preference for animations that were simplistic in their appearance and obvious in what they conveyed while also having an explicit connection to the macroscopic level.

773.1.#.t: Educación Química; Vol. 28 Núm. 3 (2017); 181 - 194

773.1.#.o: https://www.revistas.unam.mx/index.php/req

022.#.#.a: ISSN electrónico: 1870-8404; ISSN impreso: 0187-893X

310.#.#.a: Trimestral

300.#.#.a: Páginas: 181-194

264.#.1.b: Facultad de Química, UNAM

doi: https://doi.org/10.1016/j.eq.2017.02.003

handle: 32168557d6db421a

harvesting_date: 2023-06-20 16:00:00.0

856.#.0.q: application/pdf

last_modified: 2023-06-20 16:00:00

license_url: https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es

license_type: by-nc-nd

_deleted_conflicts: 2-afaac8732e8cf19d93421eebcd5caf30

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