Translating across macroscopic, submicroscopic, and symbolic levels: the role of instructor facilitation in an inquiry-oriented physical chemistry class

Abstract

In physical chemistry classrooms, mathematical and graphical representations are critical tools for reasoning about chemical phenomena. However, there is abundant evidence that to be successful in understanding complex thermodynamics topics, students must go beyond rote mathematical problem solving in order to connect their understanding of mathematical and graphical representations to the macroscopic and submicroscopic phenomena they represent. Though traditional curricular materials such as textbooks may provide little support for coordinating information across macroscopic, submicroscopic, and symbolic levels, instructor facilitation of classroom discussions offers a promising route towards supporting students' reasoning. Here, we report a case study of classroom reasoning in a POGIL (process-oriented guided inquiry learning) instructional context that examines how the class coordinated macroscopic, submicroscopic, and symbolic ideas through classroom discourse. Using an analytical approach based on Toulmin's model of argumentation and the inquiry-oriented discursive moves framework, we discuss the prevalence of macroscopic, submicroscopic and symbolic-level ideas in classroom reasoning and we discuss how instructor facilitation strategies promoted reasoning with macroscopic, submicroscopic, and symbolic levels of representation. We describe one sequence of instructor facilitation moves that we believe promoted translation across levels in whole class discussion.

The Effectivity of 3D Interactive Multimedia to Increase the Students’ Visuospatial Abilities in Molecular

“…It affects fewer students' motivation when learning chemistry. It correlates with the findings of the article research results that show the molecular geometry needs particle representation that unobserved by the students (submicroscopic level), that the students feel difficult to master it (Becker et al, 2015).…”

“…The characteristic of this concept has the representation level trends on the sub-microscopic and the symbolic levels. The representation at this level can represent the real phenomenon and turn it into the signs, the symbols, and the graphics that are caused by the limitation of the human senses to observe clearly in the atoms, molecules, or the compounds (Becker et al, 2015;M. Al-Balushi, 2012;Trivic & Milanovic, 2018).…”

Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation

“…With increasing instructor buy‐in to this approach, it is crucial that student work be used to evaluate how the curriculum meets desired outcomes in order to support instructors in effective implementation (Daubenmire et al, ). To this end, a few studies have investigated classroom discourse norms and patterns resulting from implementing POGIL activities in introductory and advanced undergraduate chemistry classes (Kulatunga et al, ; Kulatunga & Lewis, ; Becker et al, ; Becker, Stanford, Towns, & Cole, ). The widespread and expanding use of POGIL within the undergraduate science classroom warrants further investigation of its impact on discursive practices, which have been understudied in the post‐secondary science classroom, particularly in upper‐level courses.…”

Pengembangan Modul Kesetimbangan Kimia Berbasis Unity of Sciences (Uos) Dan Multilevel Representasi

“…Pengembangan pemahaman konsep dasar kimia dapat dilakukan dengan menanamkan level-level representasi pada peserta didik, yaitu level makroskopik, submikroskopik dan simbolik (Becker et al, (2015). Level makroskopik merupakan penjelasan terhadap segala sesuatu yang dapat ditangkap oleh pancaindera.…”