Elon Langbeheim

The project compares student reasoning about processes in matter when using images and equivalent verbal descriptions. This project examines the hypothesis that students exposed to dynamic computational models of matter develop an intuitive reasoning that is primed by pictorial representations but is less apparent when using verbal ques. We are working on the development of an assessment using Item Response Theory psychometric methods, as well as a qualitative analysis of student verbal responses.

This project is the main focus of my ongoing ISF grant. In this project I explore with my graduate students the effect of integrating computational models and physical experiments for learning physics and chemistry. Hila Cohen’s project focuses on chemical phenomena that first year undergraduate chemistry students investigate in the laboratory course. Specifically, she examines the role of self-efficacy and cognitive load in student learning in the chemistry laboratory course at BGU. The research hypothesis is that these two factors will be affected by the introduction of a computer-based preparation guide to the laboratory that replaces the laboratory preparation text.  

Asma’s project examines a similar combination of computational activities and physical experiences in secondary school, specifically focuses on processes related to ionic solutions in chemistry. She examines the role of physical, magnetic models in the establishment of students’ explanation of three processes: dissolving salts in aqueous solutions, the emergence of osmotic pressure in semi-permeable membrane, and the precipitation of non-soluble ions. Recently, a new doctoral student – Rinat Malka started to work on another study related to learning the concepts of heat transfer and heat capacity in middle school.