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

Drawing Cartoon Strips as a Learning Tool in Fostering the Learning of Titration in Pre-service Chemistry Education

“…Visualization can be defined as the formation of mental visual images, or the act or process of interpreting in visual terms or of putting into visible form [1]. There are several visualization techniques, including physical models, role-playing, animations, computer models and simulations [2]. Visualization modes can be static (e.g.…”

“…For learners, visualization is a novel aspect when studying phenomena. According to the research literature, the use of visualization tools helps learners to increase their conceptual understanding [2,4] and transfer their understanding to new situations [5]. It also supports learners to advance the formation of their own mental models.…”

“…Drawing pictures and visualizing one's own thinking fits well in the principles of constructive learning theory, where learners construct or create their own representations of reality. Students can better understand chemical phenomenon by drawing pictures [2,15].…”

“…By drawing cartoon strips, students can use representations suitable for their own thinking and discover possibilities to figure out the idea of the phenomena being studied, such as titration. Drawing appears as a new learning strategy and a communication instrument, which provides students a way to visualize their impression of a phenomenon [2]. Thus, students can better and more thoroughly understand the phenomenon by drawing pictures.…”

“…Visualizations, such as scientific cartoon strips, can include knowledge of chemistry on multiple levels: macroscopic, symbolic and submicroscopic [2]. By drawing cartoon strips to visualize a chemical experiment or process, different representations of chemical knowledge are linked together.…”