<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2017000300181</article-id>
<article-id pub-id-type="doi">10.1016/j.eq.2017.02.003</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Learning from contrasting molecular animations with a metacognitive monitor activity]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprender de las animaciones de contraste molecular con una actividad de monitorización metacognitiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kelly]]></surname>
<given-names><![CDATA[Resa M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,San José State University Department of Chemistry ]]></institution>
<addr-line><![CDATA[San Jose CA]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>28</volume>
<numero>3</numero>
<fpage>181</fpage>
<lpage>194</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2017000300181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2017000300181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2017000300181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Los estudiantes de Química General tienden a concebir las animaciones de fenómenos químicos como explicaciones «correctas» sin cuestionar sus limitaciones. Este estudio presenta una nueva estrategia para presentar animaciones en clases de química que demanda que los estudiantes critiquen animaciones contrastantes con el fin de determinar cuál de ellas representa mejor la evidencia científica presentada en un video. El propósito de la investigación fue el determinar cómo estudiantes de licenciatura en el primer semestre de un curso de Química General respondían a 2 animaciones contrastantes, una de ellas representando de manera científicamente adecuada la reacción redox entre cobre sólido y una solución de nitrato de plata y otra representando el mismo fenómeno de manera inadecuada. Se llevó a cabo un análisis de una actividad de monitorización metacognitiva para estudiar las diferencias y similitudes detectadas por los estudiantes entre las 2 animaciones, así como su propia explicación a nivel molecular del fenómeno observado. Los resultados revelan que los estudiantes fueron capaces de detectar diferencias mecánicas entre las 2 animaciones, pero tuvieron pro-blemas para entender por qué ocurre la reacción. Independientemente de sus conocimientos de química, los estudiantes expresaron preferencia por las animaciones más simplistas y con conexiones explícitas con el nivel macroscópico.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Animations]]></kwd>
<kwd lng="en"><![CDATA[College chemistry]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[Students&#8217; ideas]]></kwd>
<kwd lng="es"><![CDATA[Animaciones]]></kwd>
<kwd lng="es"><![CDATA[Química universitaria]]></kwd>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
<kwd lng="es"><![CDATA[Ideas de los estudiantes]]></kwd>
</kwd-group>
</article-meta>
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<surname><![CDATA[Velázquez-Marcano]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Williamson]]></surname>
<given-names><![CDATA[V. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ashkenazi]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Tasker]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Williamson]]></surname>
<given-names><![CDATA[K. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The use of video demonstration and particulate animation in general chemistry]]></article-title>
<source><![CDATA[Journal of Science Education and Technology]]></source>
<year>2004</year>
<volume>13</volume>
<page-range>315-23</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
