Chapter 13: Technology, Molecular Representations, and Student Understanding in Chemistry
Published:17 May 2021
J. D. Polifka, J. Y. Baluyut, and T. A. Holme, in Problems and Problem Solving in Chemistry Education: Analysing Data, Looking for Patterns and Making Deductions, ed. G. Tsaparlis, The Royal Society of Chemistry, 2021, ch. 13, pp. 321-339.
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While many students may perceive problem solving in chemistry to be associated with applied mathematical concepts, it is clear that conceptual knowledge about compounds and their structures and interactions are also vital components of chemistry problem solving. The ability for students to learn and value aspects of the chemistry curriculum that delve into the molecular basis of chemical events relies on connecting to commonly applied skills, such as the use of molecular representations. Finding technology solutions that enhance student learning of these conceptual aspects of chemistry represents an important area of study for chemistry educators. This chapter describes the use of structure-related representations measured using an online, variable representation assessment (VRA) tool as students answered questions about different aspects of structures of molecules and their implications.