details
| Original Title |
The role and potential dangers of visualisation when learning about sub-microscopic explanations in chemistry education |
|---|---|
| Parallel title | Vloga in potencialne nevarnosti vizualizacije pri ucenju submikroskopskih razlag pri pouku kemije |
| Authors | Eilks, Ingo; Witteck, Torsten; Pietzner, Verena |
| Source | CEPS Journal 2 (2012) 1, S. 125-145 |
| Document | full text (448 KB) |
| License of the document |
|
| Keywords (German) | Chemieunterricht; Visualisieren; Sekundarstufe I; Lernmethode; Fachdidaktik; Abbildung; Schulbuch; Internet; Unterrichtsmaterial; Naturwissenschaftlicher Unterricht |
| sub-discipline | Curriculum and Teaching / School Pedagogy Teaching Didactics |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2012 |
| review status | Peer-Reviewed |
| Abstract (English): | 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.) |
| other articles of this journal | CEPS Journal Jahr: 2012 |
| Statistics |  Number of document requests
|
| Checksums | checksum comparison as proof of integrity |
| Date of publication | 01.08.2012 |
| Citation | Eilks, Ingo; Witteck, Torsten; Pietzner, Verena: The role and potential dangers of visualisation when learning about sub-microscopic explanations in chemistry education - In: CEPS Journal 2 (2012) 1, S. 125-145 - URN: urn:nbn:de:0111-opus-58286 - DOI: 10.25656/01:5828 |
share content at social platforms
Teile diese Seite:
