Abstract
Abstract Scientific models play a vital role in science learning, representing major characteristics of scientific phenomena. A useful visualization of models that matches target concepts to source objects can facilitate students’ learning of abstract and complex structures of chemical elements and compounds. This report will show the importance of visualization and innovative technology (such as augmented reality), which has the potential of supporting students’ learning of stereochemistry and interactions among molecules. Examples (including organic compounds, chemical elements of 1A and 7A in the periodic table, water polarity, and carbon nanotube) are drawn to illustrate the potential use of augmented reality in chemistry instruction.
Highlights
Science education aims to play various roles to achieve its goals for science learning and teaching, including science learning, learning of science, learning about science, and learning how to do science (Hodson, 1992, 2014)
As there is an enormous growth of research in the field of model- and modeling-based approach, educational applications and games are widely used in both formal and informal learning environments
We present potential tools that can act as scaffolds for both teachers in their instruction and students in their knowledge construction and reconstruction processes
Summary
Science education aims to play various roles to achieve its goals for science learning and teaching, including science learning, learning of science, learning about science, and learning how to do science (Hodson, 1992, 2014). To extend our research on students’ learning of models in chemistry, a virtual reality (VR) assessment app was developed to evaluate students’ understanding of chemical compounds. The Organic Molecule AR/VR cards the current research developed is the only application in the app market that features both learning and game play. It is available with three different decks of cards. It is hoped that students would learn how the 3D organic molecular structure is related to the structural formula and 2D representations In this process, the instructor may select specific cards (such as finding isomers or homologues from the same functional group) and ask students to draw or point out the relative spatial position of atoms
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