Review article
https://doi.org/10.32903/zs.64.1.14
From Visualisation to Elimination of Misconceptions
Snježana Smerdel
; Prirodoslovno-matematički fakultet Sveučilišta u Splitu, Split, Hrvatska
Abstract
Research in the field of chemistry education has shown that students enter the classroom with conceptions about the nature created in advance, different from those provided by the existing scientific theory and practice. Teachers want their students to understand the relevance of chemistry in their everyday life. However, there are many examples of teaching situations without practical experience. Modern chemistry is characterised by learning and reasoning which is carried out through a continuous transition between macroscopic, submicroscopic and symbolic level of presentation. When the students are not able to connect all three levels, their knowledge is fragmented, and they have probably learnt many concepts only at a factual level. Submicroscopic interpretation at the school level can hardly be reached through observation and experimental learning. However, with the development of modern information technology, animated visualisation becomes a powerful tool for teaching and learning chemistry. Conveniently chosen and applied dynamic visual presentations, such as animations and simulations, help students to visualise processes and improve conceptual understanding in order to build scientifically acceptable mental models of the matter and reactions at a submicroscopic level.
Keywords
animations; dynamic visualisation; chemistry education; mental models; misconceptions; simulations
Hrčak ID:
219670
URI
Publication date:
10.7.2018.
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