Abstract
The value of models, modelling and visualisation as a basis for developing an understanding of the nature of and the relations between the three levels of representation is discussed. The requirement for and problems in the development of metavisualisation (a fluent capability in visualisation) are presented. Student practical work, closely associated with teacher questioning, is advocated as a way of developing these skills. A ‘Model of Modelling’ is presented. In order to validate this model, it was applied to the teaching of ‘chemical equilibrium’, this being a very important topic for which student misconceptions are well documented. Data were collected from six lessons in which the model was applied excessively with respect to the nitrogen dioxide/dinitrogen tetroxide and chromate/dichromate systems. Students developed a good understanding of chemical equilibrium, as shown by the absence of common misconceptions in an end-of-course attainment test. Students acquired an appreciation of the relationship between the three levels of representation. The value of the model of modelling, with its associated pedagogy as a support for the acquisition and use of metavisual capability, was established.
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Justi, R., Gilbert, J.K., Ferreira, P.F.M. (2009). The Application of a ‘Model of Modelling’ to Illustrate the Importance of Metavisualisation in Respect of the Three Types of Representation. In: Gilbert, J.K., Treagust, D. (eds) Multiple Representations in Chemical Education. Models and Modeling in Science Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8872-8_13
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