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The Roles of Multimedia in the Teaching and Learning of the Triplet Relationship in Chemistry

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Multiple Representations in Chemical Education

Part of the book series: Models and Modeling in Science Education ((MMSE,volume 4))

Abstract

Ever since Johnstone (1993) addressed the three levels of chemistry (symbolic, macro, and microscopic or so called submicro currently), many studies investigate how multimedia could support constructing, developing, and evaluating students’ mental representations of chemistry at the three levels. This chapter focuses on how multimedia could enhance chemistry learning of the triplet relationship and discusses theories and empirical studies from the following perspectives: (1) multimedia as a modeling tool (discussing multiple representations and mental models in learning and teaching chemistry), (2) multimedia as a learning tool (introducing tools such as 4M:Chem, eChem, and ChemSence), (3) multimedia as an assessment tool (such as presenting computerized two-tier diagnostic instruments), and (4) multimedia as an instructional tool (linking findings of students’ mental representations to the development of teachers’ pedagogical content knowledge in chemistry). Implications for chemical education are discussed in terms of theoretical and practical approaches.

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Author information

Authors and Affiliations

  1. National Taiwan Normal University, Taiwan, Republic of China

    Mei-Hung Chiu

Authors
  1. Mei-Hung Chiu
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  2. Hsin-Kai Wu
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Correspondence to Mei-Hung Chiu .

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Editors and Affiliations

  1. 1 Croswell Cottages, Goose Lane, Mayford Woking, Surrey

    John K. Gilbert

  2. 1 Croswell Cottages, Mayford, UK, GU22 0NW

    John K. Gilbert

  3. Curtin University of Technology Science & Mathematics Education Centre, Perth, WA, 6001, Australia

    David Treagust

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Chiu, MH., Wu, HK. (2009). The Roles of Multimedia in the Teaching and Learning of the Triplet Relationship in Chemistry. In: Gilbert, J.K., Treagust, D. (eds) Multiple Representations in Chemical Education. Models and Modeling in Science Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8872-8_12

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