The role and potential dangers of visualisation when learning about sub-microscopic explanations in chemistry education.

Autor/inn/en	Eilks, Ingo; Witteck, Torsten; Pietzner, Verena
Titel	The role and potential dangers of visualisation when learning about sub-microscopic explanations in chemistry education.
Quelle	In: CEPS journal, 2 (2012) 1, S. 125-145Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-opus-58286
Schlagwörter	Sekundarstufe I; Lernmethode; Schulbuch; Unterrichtsmaterial; Fachdidaktik; Chemieunterricht; Visualisieren; Naturwissenschaftlicher Unterricht; Abbildung; Internet
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/4