Skip to main content
SpringerLink
Log in

Linking the Macroscopic and Sub-microscopic Levels: Diagrams

  • Chapter
Multiple Representations in Chemical Education

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

Abstract

Explanations of chemical phenomena are nearly always focused at the sub-micro level, a level that cannot be observed, yet are normally provided with diagrams at the symbolic level. These diagrams represent the macro and sub-micro levels of matter. The connections between the macro level and the diagrams of the sub-micro level are not always apparent to students, indicating a need for chemical diagrams to be used carefully and explicitly. Having students draw and annotate chemical diagrams representing chemical phenomena at the sub-micro level can provide some insight into their understanding of chemistry at the macro level. Misinterpretation of diagrams can occur when the representations are not understood, when links are not made between the macro and sub-micro levels, or when the diagram is unfamiliar. Responding to these difficulties, strategies based on research and our experiences of teaching with diagrams are suggested for the choice and use of chemical diagrams depicting the sub-micro level in the teaching and learning of chemistry. These strategies provide opportunities for learners to construct acceptable personal mental models of the sub-micro level.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Reference

  • Andersson, B. (1990). Pupils’ conceptions of matter and its transformations (age 12–16). Studies in Science Education, 18, 53–85.

    Article  Google Scholar 

  • Ardac, D., & Akaygun, S. (2004). Effectiveness of multi-media-based instruction that emphasizes molecular representations on students’ understanding of chemical change. Journal of Research in Science Teaching, 41(4), 317–337.

    Article  Google Scholar 

  • Ardac, D., & Akaygun, S. (2005). Using static and dynamic visuals to represent chemical change at molecular level. International Journal of Science Education, 27(11), 1269–1298.

    Article  Google Scholar 

  • Ben-Zvi, R., Eylon, B.-S., & Silberstein, J. (1987). Students’ visualisation of a chemical reaction. Education in chemistry, 24(109), 117–120.

    Google Scholar 

  • Bowen, C. W. (1998). Item design considerations for computer-based testing of student learning in chemistry. Journal of Chemical Education, 75(9), 1172–1175.

    Article  Google Scholar 

  • Brown, T. L., LeMay, H. E., & Bursten, B. E. (2006). Chemistry: The central science (10th ed.). New Jersey, Pearson: Prentice Hall.

    Google Scholar 

  • Bucat, R. (2004). Pedagogical content knowledge as away forward: Applied research in chemcitry education. Chemistry Education Research and Practice, 5(3), 215–228.

    Article  Google Scholar 

  • Chittleborough, G. D., & Treagust, D. F. (2007). The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level. Chemistry Education: Research and Practice, 8(3), 274–292.

    Article  Google Scholar 

  • Chittleborough, G. D., & Treagust, D. F. (2008). Correct interpretation of chemical diagrams requires transforming from one level of representation to another. Research in Science Education, 38(4), 463–482.

    Article  Google Scholar 

  • Collins, A., & Gentner, D. (1987). How people construct mental models. In D. Holland & N. Quinn (Eds.), Cultural models in language and thought (Vol. 1, pp. 243–265). New York: University of Cambridge.

    Google Scholar 

  • de Jong, O., & van Driel, J. (2004). Exploring the development of student teachers’ PCK of the multiple meanings of chemistry topics. International Journal of Science and Mathematics Education, 2, 477–491.

    Article  Google Scholar 

  • Devetak, I., Urbancic, K., Grm, W., Krnel, D., & Glazar, S. (2004). Submicroscopic representations as a tool for evaluating students chemical conceptions. Acta Chimica Slovenica, 51, 799–814.

    Google Scholar 

  • Ebbing, D. D. (1995). General chemistry (5th ed.). New York: Houghton Mifflin Company.

    Google Scholar 

  • Ebbing, D. D., & Gammon, D. S. (1999). General chemistry (6th ed.). New York: Houghton Mifflin Company.

    Google Scholar 

  • Ebbing, D. D., & Gammon, D. S. (2002). General chemistry (7th ed.). New York: Houghton Mifflin Company.

    Google Scholar 

  • Ebbing, D. D., & Gammon, D. S. (2005). General chemistry (8th ed.). New York: Houghton Mifflin Company.

    Google Scholar 

  • Fiorea, S. M., Cuevasa, H. M., & Oser, R. L. (2003). A picture is worth a thousand connections: The facilitative effects of diagrams on mental model development and task performance. Computers in Human Behavior, 19(2), 185–199.

    Article  Google Scholar 

  • Gabel, D. L. (1993). Use of the particulate nature of matter in developing conceptual understanding. Journal of Chemical Education, 70(3), 193–194.

    Article  Google Scholar 

  • Gabel, D. L. (1998). The complexity of chemistry and implications for teaching. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 233–248). Dordrecht, The Netherlands: Kluwer Academic Publishers.

    Chapter  Google Scholar 

  • Gabel, D. L. (1999). Improving teaching and learning through chemistry education research: A look to the future. Journal of Chemical Education, 76(4), 548–554.

    Article  Google Scholar 

  • Gabel, D. L., Briner, D., & Haines, D. (1992). Modelling with magnets: A unified approach to chemistry problem solving. The Science Teacher, 59(3), 58–63.

    Google Scholar 

  • Garnett, P. J., Garnett, P. J., & Hackling, M. W. (1995). Students’ alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69–95.

    Article  Google Scholar 

  • Gilbert, J. K. (2005). Visualization: A metacognitive skill in science education. In J. K. Gilbert (Ed.), Visualization in science education (pp. 9–27). Dordrecht, the Netherlands: Springer.

    Chapter  Google Scholar 

  • Giordan, A. (1991). The importance of modelling in the teaching and popularisation of science. Impact of Science on Society, 164, 321–338.

    Google Scholar 

  • Gobert, J. D., & Clement, J. J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36(1), 39–53.

    Article  Google Scholar 

  • Hinton, M. E., & Nakhleh, M. B. (1999). Students’ microscopic, macroscopic, and symbolic representations of chemical reactions. The Chemical Educator, 4(4), 1–29.

    Google Scholar 

  • Johnstone, A. H. (1993). The development of chemistry teaching: A changing response to changing demand. Journal of Chemical Education, 70(9), 701–705.

    Article  Google Scholar 

  • Johnstone, A. H. (2000). Teaching of chemistry – logical or psychological. Chemistry Education: Research and Practice in Europe, 1(1), 9–15.

    Article  Google Scholar 

  • Johnstone, A. H., & El-Banna, H. (1986). Capacities, demands and processes – A predictive model for science education in chemistry. Education in Chemistry, 23, 80–84.

    Google Scholar 

  • Kozma, R. B., & Russell, J.(1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena. Journal of Research in Science Teaching, 34(9), 949–968.

    Article  Google Scholar 

  • Kozma, R. B., & Russell, J. (2005). Students becoming chemists: Developing representational competence. In J. K. Gilbert (Ed.), Visualization in Science Education (pp. 121–146). Dordrecht, the Netherlands: Springer.

    Chapter  Google Scholar 

  • Krajcik, J. S. (1991). Developing students’ understanding of chemical concepts. In S. M. Glynn, R. H. Yeany, & B. K. Britton (Eds.), The psychology of learning science (pp. 117–147). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Krnel, D., Watson, R., & Glazar, S. A. (1998). Survey of research related to the development of the concept of ‘matter’. International Journal of Science Education, 20(3), 257–289.

    Article  Google Scholar 

  • Lijnse, P. L., Licht, P., de Vos, W., & Waarlo, A. J. (1990). Relating macroscopic phenomena to microscopic particles (Ed.), Utrecht, Holland: CD-β Press, pp. 283–293.

    Google Scholar 

  • Mayer, R. (2002). Cognitive theory and the design of multimedia instruction New Directions for Teaching and Learning, 89, 55–71.

    Article  Google Scholar 

  • Mayer, R. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–139.

    Article  Google Scholar 

  • Mulford, D. R., & Robinson, W. R. (2002). An inventory for alternate conceptions among first-semester general chemistry students. Journal of Chemical Education, 79(6), 739–744.

    Article  Google Scholar 

  • Nelson, P. G. (2002). Teaching chemistry progressively: From substances, to atoms and molecules, to electrons and nuclei. Chemistry Education: Research and Practice in Europe, 3(2), 215–228.

    Article  Google Scholar 

  • Nicoll, G. (2003). A qualitative investigation of undergraduate chemistry students’ macroscopic interpretations of the submicroscopic structure of molecules. Journal of Chemical Education, 80(2), 205–213.

    Article  Google Scholar 

  • Nurrenbern, S. C., & Pickering, M. (1987). Concept learning versus problem solving: Is there a difference? Journal of Chemical Education, 64(6), 508–510.

    Article  Google Scholar 

  • Onwu, G., & Randall, E. (2006). Some aspects of students’ understanding of a representational model of the particulate nature of chemistry in three different countries. Chemistry Education: Research and Practice, 7(4), 226–239.

    Article  Google Scholar 

  • Potgieter, M., Davidowitz, B., & Blom, B. (2005). Chemical concepts inventory of first year students at two tertiary institutions in South Africa. In the conference proceedings of the 13th Annual Conference Southern African Association of Research in Mathematics, Science and Technology Education. Namibia, pp. 664–675.

    Google Scholar 

  • Sanger, M. J. (2000). Using particulate drawings to determine and improve students;’ conceptions of pure substances and mixtures. Journal of Chemical Education, 77(6), 762–766.

    Article  Google Scholar 

  • Sanger, M. J. (2005). Evaluating students’ conceptual understanding of balanced equations and stoichiometric ratios using a particulate drawing. Journal of Chemical Education, 82(1),131–134.

    Article  Google Scholar 

  • Sanger, M. J., Campbell, E., Felker, J., & Spencer, C. (2007). Concept learning versus problem solving: Does particle motion have an effect? Journal of Chemical Education, 84(5), 875–879.

    Article  Google Scholar 

  • Sanger, M. J., & Phelps, A. J. (2007). What are students thinking when they pick their answer? A content analysis of students’ explanations of gas properties. Journal of Chemical Education, 84(5), 870–874.

    Article  Google Scholar 

  • Silberberg, M. S. (2000). Chemistry: The molecular nature of matter and change (2nd ed.). Boston: McGraw Hill.

    Google Scholar 

  • Silberberg, M. S. (2003). Chemistry: The molecular nature of matter and change (3rd ed.). Boston: McGraw Hill.

    Google Scholar 

  • Silberberg, M. S. (2006). Chemistry: The molecular nature of matter and change (4th ed.). Boston: McGraw Hill.

    Google Scholar 

  • Stevens, M. G., Owens, C., & Wuhrer, R. (2002). Nanotechnology in society. Australian Science Teachers’ Journal, 48(3), 22–27.

    Google Scholar 

  • Tasker, R., & Dalton, R. (2006). Research into practice: Visualization of the molecular world using animations. Chemistry Education Research and Practice, 7(2), 141–159.

    Article  Google Scholar 

  • Treagust, D. F., & Chittleborough, G. D. (2001). Chemistry: A matter of understanding representations. In J. Brophy (Ed.), Subject-specific instructional methods and activities (Vol. 8, pp. 239–267). Oxford: Elsevier Science Ltd.

    Google Scholar 

  • Treagust, D. F., Chittleborough, G. D., & Mamiala, T. L. (2003). The role of sub-microscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353–1369.

    Article  Google Scholar 

  • Velázquez-Marcano, A., Williamson, V., Askenazi, G., Tasker, R., & Williamson, K. (2004). The use of video demonstrations and particulate animation in general chemistry. Journal of Science Education and Technology, 13(3), 315–323.

    Article  Google Scholar 

  • Wright, T. (2003). Images of atoms. Australian Science Teachers Journal, 491, 18–24.

    Google Scholar 

  • Yarroch, W. L. (1985). Students’ understanding of chemical equation balancing Journal of Research in Science Teaching, 22, 449–459.

    Article  Google Scholar 

  • Zare, R. (2002). Visualizing chemistry, journal of chemical education. Journal of Chemical Education, 79(11), 1290–1291.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Cape Town, Rondebosch, 7701, South Africa

    Bette Davidowitz

Authors
  1. Bette Davidowitz
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gail Chittleborough
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bette Davidowitz .

Editor information

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

Rights and permissions

Reprints and permissions

Copyright information

© 2009 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Davidowitz, B., Chittleborough, G. (2009). Linking the Macroscopic and Sub-microscopic Levels: Diagrams. 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_9

Download citation

Publish with us

Policies and ethics

Search

Navigation