Student misinterpretations and misconceptions based on their explanations of two computer animations of varying complexity depicting the same oxidation–reduction reaction

Abstract

A group of 55 students were shown unnarrated versions of two different particulate-level computer animations of varying complexity depicting the oxidation–reduction reaction of aqueous silver nitrate and solid copper metal. These students were asked to explain their understanding of the chemical reaction based on their interpretations of these animations. This study describes the common errors made by these students in their explanations, and includes both student misinterpretations and misconceptions from the animations. These errors included confusing the depicted water molecules as nitrate ions, seeing neutral ion-pair “molecules” in the solution, predicting incorrect ion charges, viewing incorrect silver : nitrate ion ratios and silver : copper reacting ratios, not recognizing that a transfer of electrons changes the charges and sizes of the metal atoms or ions, misidentifying the source of the blue colour in solution, and conflating macroscopic and particulate properties in the reaction. This study also discusses possible sources of these errors, the limitations of this study, suggestions for animators, and future directions for research based on the results reported.

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