Using Multiple Representation for Developing Chemistry Understanding Among Chemistry Students at the Faculty of Education

Abstract

This research aimed to identify types representations which can help students understanding chemistry topics, and investigate the effect of using multiple representations on developing chemistry understanding levels among chemistry department students at faculty of education. So, the instruments of research included Chemistry understanding test, and Semi structured interviews. The sample of study consisted of (N=87) 4th year chemistry department students at Faculty of Education Benha university. The chemistry understanding pre and post-test and Semi structured interviews applied on study group which learned stereochemistry unit by using multi representations. The results of research showed that there is statistically significant difference at 0.05 between the means of the pretest and posttest of chemistry understanding test in favor of post-application. There is statistically significant difference at 0.05 between the means of the pretest and posttest of chemistry understanding levels (symbolic -Macro -Microprocess) in favor of post-application. The qualitative analysis was performed through semi-structured interviews, and analysis of responses students, which indicated the effectiveness using multiple representations on developing chemistry understanding levels.