1. - Interacting With Multiple Models to Learn About Particles Comprising Solids, Liquids, and Gases Brenda J. Gustafson (University of Alberta), Peter Mahaffy and Brian Martin (The King’s University College, Edmonton, Alberta) Study Questions Method Method (cont’d.) Acknowledgements Introduction Conclusions Figure 1. Screen capture of salient feature text. Figure 2. Screen capture of Lesson 3 summary question. Models portrayed particles in a variety of colours and shapes. The intent of this study was to explore eighteen Grade 5 (ages 10-11) students (9 females; 9 males) understanding of particle arrangement and behaviour after interacting with digital learning objects (DLOs) created to draw attention to the salient features of multiple models of solids, liquids, and gases. An early version of the digital learning objects can be viewed at: http://www.kcvs.ca/site/projects/elementary.html Specifically, we focussed on whether students were able to notice the salient features of multiple models of solids, liquids, and gases and use them to identify particle arrangement and behavior in states of matter. 1. What salient features did students identify as being important to distinguishing among particle models of solids, liquids, and gases? 2. What are the pedagogical implications of using digital learning objects to help introduce students to particle models for solids, liquids, and gases? Students worked in pairs to view the digital learning objects and respond to on-line questions at the end of Module 3 and the beginning of Module 4. Data was also collected from the teacher which helped to set the context for understanding students’ on-line responses. Researchers used a set of DLO design elements intended to assist student-pairs to notice the salient features of particle models of solids, liquids, and gases: 1. Maintaining design consistency to avoid making excessive demands on working memory (e.g., same visual platform and elements, eliminating extraneous design elements). 2. Drawing attention to salient features through a) Using text fields to direct attention (e.g., ‘Look closely’, ‘Watch the movement, spacing, and holding’) b) Using repetitious text fields (e.g., Movement, spacing, and holding repeated on several screens in a variety of contexts) c) Using virtual characters (Sam and Olivia) to cue attention (e.g., ‘Did you notice that”), decode meaning (e.g., “I think I’ll remember that...”), and create curiosity (e.g., “Watch the next screen closely). Two digital learning objects drawn from a series of five created by the researchers serve as the context for data reported in this poster. Module 3: Modelling Matter - Models help to understand the movement, spacing, and holding of small unseen particles that make up solids, liquids, and gases; particles in the gas state can spread out in all directions, are spaced very far apart, and are not holding on to each other; particles in the liquid state move freely past each other, are spaced slightly further apart than solids and hold less tightly to each other than a solid; particles in the solid state vibrate, are spaced close together and hold tightly to each other; ideas about particles can explain what we observe about solids, liquids, and gases; model colors help to identify particles; there is nothing between the particles Module 4: Physical Change - This module repeated concepts included in Module 3 and additionally provided an introduction to particle arrangement and behaviour during physical change 1. At the end of the study, nearly every student-pair acknowledged the importance of noticing particle movement, holding, and spacing when trying to distinguish among models of solids, liquids, and gases. 2. Although student-pairs were able to identify these salient features, many student-pairs experienced difficulty with the idea of holding - particularly when assessing particle models of gases. Dynamic, widely spaced particle models provided a good visualization of movement and spacing and for many this was all that was needed to distinguish this model from solid or liquid particle models. The idea that ‘not holding‘ should still be attended to in models for gas particles simply had no immediate payoff. 1. These Grade 5 students were capable of identifying the salient features of particle models for solids, liquids, and gases. 2. Digital learning objects, however, are not a panacea for the challenges of introducing students to particle explanations for matter. Instead, they are simply another tool in a teacher’s pedagogical toolkit that allow students and teachers to talk together and make sense of difficult phenomena. 3. Teacher support and guidance are important to helping identify salient features and explain what might not appear in DLO screes (e.g., holding). Future Research: 1. Can students transfer what they learned about the salient features of matter to everyday situations? 2. Would these same results occur once the study is scaled up to a) a variety of classroom contexts, and b) a greater number of classrooms? 3. What is the nature of interactions between students in student-pairs? 4. How do individual students report interacting with the DLOs? 5. Can specific design elements now be isolated and comparison made to identical versions lacking those elements in an effort to identify what might be critical to students identifying and using the salient features of particle representations? 6. Do students’ prior experiences with computer visualizations influence their ability to interpret DLO information? Results Social Sciences and Humanities Research Council of Canada (SSHRC) The King’s Centre for Visualization in Science (KCVS): DLO Development - Amanda Thompson, Naomi Mahaffy, David Dykstra, Amanda Vanderhoek, Ben Scott, Anna Schwalfenberg & Darrell Vandenbrink Text