Multiple Representations in Chemical Education

Chapter 1 Introduction: Macro, Submicro and Symbolic Representations and the Relationship Between Them: Key Models in Chemical Education

Chapter 2 Learning at the Sub-micro Level: Structural Representations

Chapter 3 Micro–Macro Thinking in Chemical Education: Why and How to Escape

Chapter 4 Towards a Better Utilization of Diagrams in Research into the Use of Representative Levels in Chemical Education

Chapter 5 Learning at the Symbolic Level

Chapter 6 Learning at the Macro Level: The Role of Practical Work

Chapter 7 Linking the Macroscopic, Sub-microscopic and Symbolic Levels: The Case of Inorganic Qualitative Analysis

Chapter 8 The Efficacy of an Alternative Instructional Programme Designed to Enhance Secondary Students’ Competence in the Triplet Relationship

Chapter 9 Linking the Macroscopic and Sub-microscopic Levels: Diagrams

Chapter 10 Structure–Property Relations Between Macro and Micro Representations: Relevant Meso-levels in Authentic Tasks

Chapter 11 Historical Material in Macro–Micro Thinking: Conceptual Change in Chemistry Education and the History of Chemistry

Chapter 12 The Roles of Multimedia in the Teaching and Learning of the Triplet Relationship in Chemistry

Chapter 13 The Application of a ‘Model of Modelling’ to Illustrate the Importance of Metavisualisation in Respect of the Three Types of Representation

Chapter 14 Action Research to Promote the Formation of Linkages by Chemistry Students Between the Macro, Submicro, and Symbolic Representational Levels

Chapter 15 Towards a Coherent Model for Macro, Submicro and Symbolic Representations in Chemical Education