Abstract
The meaningful knowledge creation about molecular geometry has always been the challenge of chemistry learning. In particular, microscopic world of chemistry science (example, atoms, molecules, structures) used in traditional two dimensional way of chemistry teaching can lead to such problem as students create misconceptions. In recent years, virtual reality (VR) technology has been widely proposed as an innovative technology that can provide highly realistic, immersive and interactive three dimensional environments for learning experiences. In this study, a desktop virtual reality technology for molecular geometry learning was created to be employed in chemistry education. The purpose of the study was to examine the acceptance and intentional use of VR technology by chemistry teacher candidates, and their opinions of psychological effects of VR on teaching and learning chemistry concepts. The results showed that perceived usefulness and perceived ease of use are positively related to the behavioural intention to use VR tool. Moreover, the findings revealed that chemistry teacher candidates showed positive beliefs about the features of VR technology in terms of facilitating understanding, allowing to learn fast, enhancing the motivation, and easing thinking schematically. Key words: Chemistry teaching, virtual reality technology, molecular geometry, technology acceptance.
Highlights
Learning and teaching chemical concepts constitutes a challenging task (Gilbert et al, 2004; Talanquer, 2012) due to the fact that learners are required to establish a relationship between micro- and macro-worlds of chemistry (Johnstone, 1993)
One difficulty with molecular geometry learning is that learners try to determine the shape of a molecule without taking its 3 dimensional shape into consideration (Furió et al, 2000)
Researchers have strongly suggested the use of 3 dimensional models for molecular geometry learning (Furió and Calatayud, 1996)
Summary
Learning and teaching chemical concepts (example, atoms, molecules, structures, substances) constitutes a challenging task (Gilbert et al, 2004; Talanquer, 2012) due to the fact that learners are required to establish a relationship between micro- and macro-worlds of chemistry (Johnstone, 1993). Learners often have difficulties in understanding chemical concepts, structures, and processes at the particulate level, and making connections with the macro level (Nakhleh, 1992). Molecular geometry is one of the fundamental chemistry concepts about which learners usually create mental models and/or representations that contradict the scientific knowledge; as a result many misconceptions have been reported in terms of learners‟ experiences about the notions of chemistry (Garratt et al, 2000; Gillespie et al, 1996; Huddle et al, 2000; Nakhleh, 1992).
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