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This paper highlights how visualisations support model-based reasoning while also identifying risks from insufficiently examined, poorly designed, or misleading representations, illustrated with examples from lower secondary textbooks and internet sources, with implications for structuring and using sub-micro visuals.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Chemistry Education  \nIngo Eilks*1, Torsten Witteck2 and Verena Pietzner3  \n• The core of theory-driven chemistry education consists of the constant shift between the different representational domains of chemical thinking: the macroscopic, the sub-microscopic, and the symbolic domains. Because the sub-microscopic domain can neither be seen nor directly visualised, it requires specific forms of visualisation, i.e. pictures and animations illustrating the model-based level of discrete particles, atoms, or molecular structures. This paper considers the central role visualisations play when learning about the model-based, sub-microscopic level, but it also reflects the dangers inherent in employing insufficiently examined, poorly considered, or even misleading visualisations. This is outlined using different examples taken from both textbooks for lower secondary chemistry education (for students aged 10 to 15) and from the internet. Implications for structuring and using sub-micro visualisations in chemistry education are also given.  \nKeywords: Chemistry education, Representational levels, Students’misconceptions, Visualisation  \n1 *Corresponding author. University of Bremen, Germany [ingo.eilks@uni-bremen.de](ingo.eilks@uni-bremen.de)  \n2 Engelbert-Kaempfer-Gymnasium, Lemgo, Germany  \n3 University of Hildesheim, Germany  \n126 the role and potential dangers of visualisation when learning about    \nVloga in potencialne nevarnosti vizualizacije pri učenju submikroskopskih razlag pri pouku kemije  \nIngo Eilks*, Torsten Witteck and Verena Pietzner  \n• Bistvo učenja kemije, ki temelji na teorijah, je sestavljeno iz nenehnega prehajanja med različnimi predstavitvami v kemijskem mišljenju: makroskopska, submikroskopska in simbolna raven predstavitve. Ker se submikroskopske ravni ne da videti niti si je ne moremo neposredno predstavljati, so potrebne specifične oblike vizualizacije, tj. slike in animacije, ki prikazujejo raven delcev; atomov ali molekul. Prispevek predstavljaključno vlogo, ki jo ima vizualizacija pri učenju o submikroskopski ravnikemijskih pojmov. Opozarja pa tudi na nevarnosti uporabe nezadostno proučenih, slabo domišljenih ali celo zavajajočih vizualizacij. To je podkrepljeno z različnimi primeri iz učbenikov za učence med 10 in 15 letimstarosti ter s primeri s spleta. Podani so tudi nekateri predlogi za uporabo submikroskopskih predstavitev pri pouku kemije.  \nKljučne besede: pouk kemije, ravni predstav, napačna predstava pri učencih, vizualizacija  \nThe essential role of visualisation for teaching and learning chemistry  \nUnderstanding the learning of science is today regularly referred to the theory of ‘constructivism’ (Bodner, 1986). From constructivism, we understand learning chemistry as students developing their knowledge and understanding within an active process of constructing new knowledge. This process is firmly based upon and connected to any prior knowledge and concepts that the learners possess. New information is processed in the foreground of the cognitive framework that pupils already have in their minds. All previously-existing information in the mind of the learner constantly influences any and all interpretation of newly-acquired information. The newly-constructed framework will emerge as a conglomerate of prior knowledge and any new pieces of information gained.  \nOne of the major sources of students’ pre-conceptions influencing their learning process is their everyday-life experience. Learners always try to initially apply their personal experiences when explaining newly presented phenomena, regardless of whether radically different concepts must be applied to gain a scientific reliable understanding (Pfundt, 1982). For example, everyone knows that a candle shrinks while burning. After combustion has ended, the candle is‘no longer there’. The candle has obviously disappeared (at least from the pla","cbCait6HgVcXR9fd","https://ap.wps.com/l/cbCait6HgVcXR9fd","pdf",423072,21,"English","# The role and potential dangers of visualisation\n## Representational domains in chemistry thinking\n## Sub-microscopic visualisation: pictures and animations\n## Risks and misconceptions from misleading visuals\n## Examples from textbooks and internet sources\n## Implications for structuring and using sub-micro visualisations","[{\"question\":\"Why are visualisations important in learning sub-microscopic chemistry explanations?\",\"answer\":\"Because the sub-microscopic domain cannot be seen or directly visualised, pictures and animations are needed to represent models of discrete particles, atoms, and molecular structures.\"},{\"question\":\"What dangers can visualisation cause in chemistry learning?\",\"answer\":\"Visualisations can mislead learners if they are insufficiently examined, poorly considered, or designed in ways that distort the sub-microscopic model-based level.\"},{\"question\":\"How do students' everyday experiences affect their understanding of chemistry concepts?\",\"answer\":\"Students may transfer everyday interpretations to scientific explanations, over-generalising observations and forming alternative conceptions that can conflict with laws such as conservation of mass and atoms.\"}]","The Role and Potential Dangers of Visualisation when Learning about Sub-Microscopic Explanations in Chemistry Education | PDF",1792086121,53]