Abstract
Understanding chemistry requires the interplay of several modes of representations which can be observed in the translational skills of students. This paper investigated the extent of the translational skills of students exposed to conventional lecture method (CLM) and the integrated macro-micro-symbolic approach (IMMSA). Individual interviews were conducted, and the results were presented based on Johnstone’s Chemistry Triangles. Findings revealed that the CLM group had a fair extent of translational skills, lacked two-way translations, and followed pattern 1 skills. On the other hand, the IMMSA group had satisfactory skills, included two-way translations, and followed patterns 1 and 2. This led to the conclusion that interplay within and between chemical modes of representation creates a relational understanding in chemistry. It was suggested that teachers should start their instruction from microscopic terminal for deeper understanding in the macroscopic and symbolic levels.
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