文章基本信息

标题：The Role and Potential Dangers of Visualisation When Learning About Sub-Microscopic Explanations in Chemistry Education
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作者：Ingo Eilks ; Torsten Witteck ; Verena Pietzner 等
期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2012
卷号：2
期号：1
页码：125
出版社：University of Ljubljana
摘要：The core of theory-driven chemistry education consists of the constantshift 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 directlyvisualised, it requires specific forms of visualisation, i.e. pictures andanimations illustrating the model-based level of discrete particles, atoms,or molecular structures. This paper considers the central role visualisationsplay when learning about the model-based, sub-microscopiclevel, but it also reflects the dangers inherent in employing insufficientlyexamined, poorly considered, or even misleading visualisations. This isoutlined using different examples taken from both textbooks for lowersecondary chemistry education (for students aged 10 to 15) and fromthe internet. Implications for structuring and using sub-micro visualisationsin chemistry education are also given.
关键词：Chemistry education; Representational levels; Students’;misconceptions; Visualisation