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Can Computer Animations Affect College Biology Students' Conceptions About Diffusion & Osmosis?

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References

1990When is an illustration worth ten thousand words?1,050 cited
1992The instructive animation: Helping students build connections between words and pictures in multimedia learning.1,000 cited
1991Animations need narrations: An experimental test of a dual-coding hypothesis.883 cited
1987Concept learning versus problem solving: Is there a difference?400 cited
1995The effects of computer animation on the particulate mental models of college chemistry students383 cited
1987Understanding the particulate nature of matter305 cited
1995Development and application of a two‐tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction267 cited
1993Are Our Students Conceptual Thinkers or Algorithmic Problem Solvers? Identifying Conceptual Students in General Chemistry254 cited
1990Concept learning versus problem solving: Revisited221 cited
2000Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies169 cited
1980Isolating topics of high perceived difficulty school biology165 cited
1997Students' Misconceptions in Electrochemistry Regarding Current Flow in Electrolyte Solutions and the Salt Bridge154 cited
1990Further studies on concept learning versus problem solving146 cited

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1991

A cross‐age study of student understanding of the concept of diffusion

131 cited

1995Secondary & College Biology Students' Misconceptions about Diffusion & Osmosis104 cited

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2005How Effective Are Simulated Molecular-level Experiments for Teaching Diffusion and Osmosis?90 cited
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2017Model-based learning: a synthesis of theory and research72 cited
2012Student misinterpretations and misconceptions based on their explanations of two computer animations of varying complexity depicting the same oxidation–reduction reaction71 cited
2007The Interpretation of Cellular Transport Graphics by Students with Low and High Prior Knowledge67 cited
2011Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment67 cited
2017Students’ Misconceptions about Semiconductors and Use of Knowledge in Simulations62 cited
2009CRITICAL FEATURES OF VISUALIZATIONS OF TRANSPORT THROUGH THE CELL MEMBRANE—AN EMPIRICAL STUDY OF UPPER SECONDARY AND TERTIARY STUDENTS’ MEANING-MAKING OF A STILL IMAGE AND AN ANIMATION61 cited
2008The Impact of Learner’s Prior Knowledge on Their Use of Chemistry Computer Simulations: A Case Study61 cited