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Virtual Reality: visualization of chemical structures to enhance student interest and learning
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. (UmSER)ORCID-id: 0000-0002-7688-651x
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Kemiska institutionen.ORCID-id: 0000-0003-2523-1940
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Kemiska institutionen.ORCID-id: 0000-0003-3927-6197
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Kemiska institutionen.
2022 (Engelska)Ingår i: ECRICE 2022: chemistry teaching and learning in a global unified world: abstract book, Weizmann Institute of Science , 2022Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

One of the fundamental aspects of chemistry learning is to visualize chemical structures. Through the application of Alex Johnstone's (1991) multilevel thought, the submicroscopic level is often a challenge for students, especially the shift between 2D and 3D, i.e., spatial thinking or spatial ability (Harle & Towns, 2011). With small molecules, plastic ball-and-stick models are commonly used, but on university level, the structures are often larger. By applying digital tools and techniques, as Virtual Reality (VR), there are less limitations in size to represent molecules, and even large structures and reaction mechanisms can be explored (Won et al., 2019). In a five-year design-based research project (Anderson & Shattuck, 2012), a collaboration between university chemistry teachers and a chemistry education researcher, has had an aim to develop university chemistry students' spatial thinking.

Students and teachers have, in workshops and tutorials, applied VR with both simple and more advanced tools, see figures 1 and 2. Empirical data has been collected using surveys, interviews, and observations. Standard ethical considerations have been considered throughout the whole project.

In this presentation, students' cognitive and affective learning related to spatial thinking will be discussed, as well as students', teachers', and researcher’s perspectives from the application of VR to visualize chemistry will be elaborated further. Implications for chemistry teaching at all levels will also be explored.

Ort, förlag, år, upplaga, sidor
Weizmann Institute of Science , 2022.
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Forskningsämne
kemididaktik
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URN: urn:nbn:se:umu:diva-198012OAI: oai:DiVA.org:umu-198012DiVA, id: diva2:1682752
Konferens
ECRICE 2022, 15th European Conference on Research in Chemical Education: Chemistry Teaching and Learning in a Global Unified World, Reẖovot, Israel, July 11-13, 2022
Tillgänglig från: 2022-07-12 Skapad: 2022-07-12 Senast uppdaterad: 2023-05-31Bibliografiskt granskad

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Broman, KarolinaChorell, ErikHolmboe, MichaelMagkakis, Konstantinos

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Broman, KarolinaChorell, ErikHolmboe, MichaelMagkakis, Konstantinos
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Institutionen för naturvetenskapernas och matematikens didaktikKemiska institutionen
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