• Sascha Bernholt
  • Karolina Broman
  • Sara Siebert
  • Ilka Parchmann
Chemistry requires and combines both observable and mental representations. Still we know that learners often struggle in combining these perspectives successfully, especially when experimental observations contradict the model‐based explanations, e. g. in interpreting the chemical equilibrium as dynamic processes while observing a static system without any visible changes. Digital media offer potentials that might not have been accessible to this degree until now. However, we do not know enough with regard to the degree and effects these media tools have in supporting learning processes but perhaps also in hindering them. This article presents four approaches on how to potentially make use of digital media in learning processes based on theoretical considerations and empirical investigations. The projects will explore applications of media as visualization, learning and investigation tools in chemistry education, embracing techniques from virtual realities to eye‐tracking.
Original languageEnglish
JournalIsrael Journal of Chemistry
Issue number6-7
Pages (from-to)554-564
Number of pages11
Publication statusPublished - 06.2019

    Research areas

  • Chemistry teaching and learning, digital media, science outreach, tertiary education

ID: 936027