The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education

The core of theory-driven chemistry education consists of the constant shift between the different representational domains of chemical thinking: the macroscopic, the sub-microscopic, and the symbolic domains. Because the sub-microscopic domain can neither be seen nor directly visualised, it require...

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Autores principales:	Ingo Eilks, Torsten Witteck, Verena Pietzner
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2012
Materias:	chemistry education representational levels students’ misconceptions visualisation Education (General) L7-991
Acceso en línea:	https://doaj.org/article/487ee68f09524670af5e6bbe672d3e96
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spelling	oai:doaj.org-article:487ee68f09524670af5e6bbe672d3e962021-11-22T10:56:55ZThe Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education10.26529/cepsj.3981855-97192232-2647https://doaj.org/article/487ee68f09524670af5e6bbe672d3e962012-03-01T00:00:00Zhttps://www.cepsj.si/index.php/cepsj/article/view/398https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647The core of theory-driven chemistry education consists of the constant shift between the different representational domains of chemical thinking: the macroscopic, the sub-microscopic, and the symbolic domains. Because the sub-microscopic domain can neither be seen nor directly visualised, it requires specific forms of visualisation, i.e. pictures and animations illustrating the model-based level of discrete particles, atoms, or molecular structures. This paper considers the central role visualisations play when learning about the model-based, sub-microscopic level, but it also reflects the dangers inherent in employing insufficiently examined, poorly considered, or even misleading visualisations. This is outlined using different examples taken from both textbooks for lower secondary chemistry education (for students aged 10 to 15) and from the internet. Implications for structuring and using sub-micro visualisations in chemistry education are also given.Ingo EilksTorsten WitteckVerena PietznerUniversity of Ljubljanaarticlechemistry educationrepresentational levelsstudents’ misconceptionsvisualisationEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 2, Iss 1, Pp 125-145 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	chemistry education representational levels students’ misconceptions visualisation Education (General) L7-991
spellingShingle	chemistry education representational levels students’ misconceptions visualisation Education (General) L7-991 Ingo Eilks Torsten Witteck Verena Pietzner The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education
description	The core of theory-driven chemistry education consists of the constant shift between the different representational domains of chemical thinking: the macroscopic, the sub-microscopic, and the symbolic domains. Because the sub-microscopic domain can neither be seen nor directly visualised, it requires specific forms of visualisation, i.e. pictures and animations illustrating the model-based level of discrete particles, atoms, or molecular structures. This paper considers the central role visualisations play when learning about the model-based, sub-microscopic level, but it also reflects the dangers inherent in employing insufficiently examined, poorly considered, or even misleading visualisations. This is outlined using different examples taken from both textbooks for lower secondary chemistry education (for students aged 10 to 15) and from the internet. Implications for structuring and using sub-micro visualisations in chemistry education are also given.
format	article
author	Ingo Eilks Torsten Witteck Verena Pietzner
author_facet	Ingo Eilks Torsten Witteck Verena Pietzner
author_sort	Ingo Eilks
title	The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education
title_short	The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education
title_full	The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education
title_fullStr	The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education
title_full_unstemmed	The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education
title_sort	role and potential dangers of visualisation when learning about sub-microscopic explanations in chemistry education
publisher	University of Ljubljana
publishDate	2012
url	https://doaj.org/article/487ee68f09524670af5e6bbe672d3e96
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The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education

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