Interdisziplinäres Zentrum Humboldt-ProMINT-Kolleg

Switching between Chemical Representations

Analyzing Students’ Translation Performance of Representations of the Molecular Level

External representations in chemistry are important to communicate, teach and understand chemical phenomena. Solving chemical problems (key competence to gain scientific literacy) indicates performing appropriately with chemical representations (Wu & Shah, 2004). Especially the molecular level is represented by various representations such as molecular models, chemical structures or symbols and is used in learning material (textbooks) to provide access to invisible processes (Hoffmann & Laszlo, 1999; Wu & Shah 2004). The ability to translate the various representations into each other seems to be an important part in gaining deeper understanding in chemical processes. Indeed, studies show difficulties in dealing with representations and thus in translating (chemical language, formulae, visualizations).

This research project aims to investigate students’ translation performance of molecular representations according to translation paths and possible predictors in a quantitative cross-sectional study: How well do students translate, molecular representations into each other? In which way do differences exist between translation and retranslation (e.g., translation of a symbolic representation into an iconic one vs. iconic representation into a symbolic one)? Which translation paths are more pretentious than others? By which person-variables, e.g. intelligence, is this translation performance correlated?

To reach this aim, an assessment tool is needed: A technology-based multiple-choice test was developed and validated in a think-aloud setting as well as in a quantitative pre-study. I will analyze the main study by Item-Response-Theory.


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