What is the research evidence for using visualization techniques in the chemistry classroom? How should these techniques be implemented?

Abstract

The goal of chemistry education research is to improve student understanding by investigating the theoretical issues surrounding the teaching and learning of chemistry and by assessing various teaching techniques or strategies in light of these issues. Visualization techniques for the classroom have been proposed in the research literature, but these techniques are often perceived as difficult, confusing, or expensive to implement by instructors. Visualization techniques can involve the use of physical models, role-playing, fixed computer models, student-generated visualizations, animations, and simulations. The use of visualizations in the classroom is believed to promote the formation of mental models of particle behavior, thus increasing students’ conceptual understanding. Visualizations can be used individually, sequentially, or simultaneously. When used sequentially, the order of use must be considered, while simultaneous use requires consideration of the design features of the visualizations and where the students focus. Eye-tracking technology can establish the areas of student focus. Another consideration is how the visualizations interact with various student attributes, such as spatial abilities, which can moderate how students comprehend visualizations. The goal of the presentation is to merge research findings and practice considerations in order to promote a smooth implementation of visualizations into the classroom.