Lernen mit Simulationen und Zeichnungen im Chemieunterricht. Entwicklung und empirische Analyse eines Unterrichtskonzepts zur Förderung mentaler Modelle der chemischen Energetik und Kinetik in der Sekundarstufe II

Understanding the energy concept continues to be of high relevance for future members of our society and concerning scientific teaching. Viewing energetics and kinetics through the lense of a chemical sub-microscopic level often leads to misconceptions and a lack of conceptual understanding of energy due to the absence of mental modeling skills of learners. The combination of drawing tasks and simulation-based learning seems to lead to an appropriate reconstruction of mental models on a sub-microscopic level through the cognitive activation and verification using particulate-level visualization. Specific simulation-based teaching concepts that consider and foster the development of mental models and the conceptual understanding of energetic and kinetic topics in chemistry lessons are not yet available in German-speaking countries. Consequently this study addresses this deficit following two main objectives: 1. The development of a simulation-based teaching concept to foster mental models on the particulate-level and understanding of the chemical energy concept. 2. The empirical analysis of the developed teaching concept with regard to the fostering of mental models and in terms of the influence of the drawing task. In order to achieve the goals, firstly, a corresponding teaching concept (SIMMS, simulation-based instruction for mental modeling in school) that specifically combines drawing tasks with simulations in a digital learning activity has systematically and theory-based been developed in a design-based research approach. Secondly, the developed concept and simulation-based learning environment are explored in individual case studies with regard to the suitability for activating and strengthening mental models and understanding of the concept as well as for affective-motivational activation. Subsequently, in a comparative intervention study, the results and the influence of the drawing task is examined in larger samples. Following a mixed-method approach, data is collected and analyzed through think-aloud surveys, problem-centered interviews, questionnaires, and analyses of drawings and explanations. The results reveal students’ positive affective-motivational experience to SIMMS. Mental models are activated by the drawing task and strengthened to varying degrees depending on the simulation design. In addition, acceptable dynamic particle concepts and proper connections to the symbolic level are formed through the use of drawing tasks for conceptual understanding

Level thesis:degree_level

thesis.doctoral

Grantor dc:publisher

Universität Bielefeld

Year

2022

Author dc:creator

• Peperkorn, Yannik

Repository record source_url

https://pub.uni-bielefeld.de/record/3004679

OAI identifier oai:identifier

oai:pub.uni-bielefeld.de:3004679