The roles of multimedia in the teaching and learning of the triplet relationship in chemistry

dc.contributor.authorChiu, M. H.en_US
dc.contributor.authorWu, H.-K.en_US
dc.description.abstractEver 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.en_US
dc.publisherNew York: Spring.en_US
dc.relationIn J. Gilbert & D. Treagust (Eds.) Multiple Representations in Chemical Education. New York: Spring.en_US
dc.titleThe roles of multimedia in the teaching and learning of the triplet relationship in chemistryen_US