Modeling Using Multiple Connected Representations: An Approach to Solving Problems in Chemical Education

Abstract

Modeling and using multiple representations are regarded as useful methods for problem solving. However, models are usually demonstrated by teachers rather than actively constructed by students, and students find it hard to connect macro- and submicrorepresentations and comprehend the meaning conveyed by symbols. With the intention of coping with these issues, we propose the method of Modeling Using Multiple Connected Representations, and the key teaching process is delineated as follows: (1) perceive macroinformation; (2) deduce submicroinformation; (3) integrate macro- and submicroinformation into the mental model; (4) transform the mental model into explicit model; and (5) form the problem solution. A case study was carried out to integrate Modeling Using Multiple Connected Representations into the curriculum. The 10th grade students employed multiple connected representations to accomplish the modeling activities of the series electrolytic cell and transferred the case to a new context to solve problems. Students’ handouts, class observations, tests, and interviews were used for data collection. In this preliminary case study, observations show that students were engaged in the Modeling Using Multiple Connected Representations approach, and data suggest that modeling may aide students in problem solving. Further study appears warranted to examine how student engagement using this approach supports success in problem solving.