Access and Transitions Between Representational Levels in the Construction of Explanatory Models Concerning Intermolecular Interactions
DOI:
https://doi.org/10.28976/1984-2686rbpec2021u225253Keywords:
Chemistry teaching, Representational levels, Visualizations, Metavisualization, Intermolecular interactionsAbstract
Chemistry can be understood through three representational levels: macro, submicro and symbolic, and the relationship between them needs to be properly established. In order to investigate these aspects, this research aimed to understand the representational levels accessed by students, their difficulties and the role of a metavisual strategy during the development of explanatory models on intermolecular interactions. For this, three undergraduate students from a Brazilian public university participated during the course of Chemistry Teaching Practices II. The entire process was documented based on audiovisual recordings, contemplating a “think-aloud” technique, in which students draw up explanatory models for mixtures, considering the intermolecular interactions present. Later, transcriptions were made followed by some categorizations. The results indicated that the students were able to make transitions between the levels, the most important being those related to sub-micro transitions, even though this is the one with the greatest abstraction. They used the macro level reflexively, allowing transitions with the submicro one for model validation, while the symbolic level was linked to difficulties associated to representations. Regarding the metavisual activity, it was inferred that it contributes adequately to the understanding of the representational levels, since it enabled an intense metacognitive exercise of construction and reconstruction of scientific concepts. Finally, a new categorization model was proposed for the representational levels, considering both access and transition between representational levels.
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