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

dc.contributor 國立臺灣師範大學科學教育研究所 zh_tw
dc.contributor.author Chiu, M. H. en_US
dc.contributor.author Wu, H.-K. en_US
dc.date.accessioned 2014-12-02T06:42:25Z
dc.date.available 2014-12-02T06:42:25Z
dc.date.issued 2009-04-01 zh_TW
dc.description.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. en_US
dc.description.uri http://link.springer.com/chapter/10.1007%2F978-1-4020-8872-8_12 zh_TW
dc.identifier ntnulib_tp_C0702_03_002 zh_TW
dc.identifier.isbn 978-140-208-872-8 zh_TW
dc.identifier.uri http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/42810
dc.language en_US zh_TW
dc.publisher New York: Spring. en_US
dc.relation In J. Gilbert & D. Treagust (Eds.) Multiple Representations in Chemical Education. New York: Spring. en_US
dc.relation.uri http://dx.doi.org/10.1007/978-1-4020-8872-8_12 zh_TW
dc.title The roles of multimedia in the teaching and learning of the triplet relationship in chemistry en_US
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