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To cite this article: David Treagust , Gail Chittleborough & Thapelo Mamiala (2003) The role of
submicroscopic and symbolic representations in chemical explanations, International Journal of
Science Education, 25:11, 1353-1368, DOI: 10.1080/0950069032000070306
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INT. J. SCI. EDUC., NOVEMBER 2003, VOL. 25, NO. 11, 1353–1368
RESEARCH REPORT
e-mail: D.Treagust@smec.curtin.edu.au
Chemistry is commonly portrayed at three different levels of representation – macroscopic, submicroscopic and
symbolic – that combine to enrich the explanations of chemical concepts. In this article, we examine the use of
submicroscopic and symbolic representations in chemical explanations and ascertain how they provide
meaning. Of specific interest is the development of students’ levels of understanding, conceived as instrumental
(knowing how) and relational (knowing why) understanding, as a result of regular Grade 11 chemistry lessons
using analogical, anthropomorphic, relational, problem-based, and model-based explanations. Examples of
both teachers’ and students’ dialogue are used to illustrate how submicroscopic and symbolic representations
are manifested in their explanations of observed chemical phenomena. The data in this research indicated that
effective learning at a relational level of understanding requires simultaneous use of submicroscopic and
symbolic representations in chemical explanations. Representations are used to help the learner learn; however,
the research findings showed that students do not always understand the role of the representation that is
assumed by the teacher.
Introduction
The effectiveness of school chemistry teaching is dependent on the teacher’s ability
to communicate and explain abstract and complex chemical concepts, and on the
students’ ability to understand the explanations. Expert chemistry teachers present
new information at an appropriate level for the learner, make use of relevant
explanatory artefacts, build on the knowledge and concepts that students already
understand, and provide students with all the information that they need to know
without being beyond their grasp or over-simplifying the content (Treagust and
Harrison 1999). In this article, we examine the use of submicroscopic and symbolic
representations in chemical explanations, and ascertain what they add to explana-
tions and how they provide meaning. The article begins with a discussion of the
three levels of representation in chemistry, an analysis of the types of explanations
used in science classrooms and an examination of different levels of understanding
that are possible with this kind of teaching. This discussion leads to the research
question that guides the research: What is the role of symbolic and submicroscopic
representations on the comprehensibility of chemical phenomenon, and how do
these representations provide meaning?
International Journal of Science Education ISSN 0950–0963 print/ISSN 1464–5289 online © 2003 Taylor & Francis Ltd
http://www.tandf.co.uk/journals
DOI: 10.1080/0950069032000070306
1354 D. TREAGUST ET AL.
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the ‘mental gymnastics of slipping and sliding from one level to another as a
necessary skill in understanding chemistry’.
Methodology
The data from two independent studies conducted in Year 11 chemistry classes in
co-educational high schools in Perth, Western Australia complement each other in
that they both investigated the use and role of explanations in learning chemistry.
THE ROLE OF REPRESENTATIONS IN CHEMISTRY 1357
explanations. Two researchers worked together to cross-check the data and classify
the explanations to ensure an accurate interpretation of the descriptive analyses of
the classroom discourses, which were initially based on the classroom observations
with supporting evidence from the interview data.
Analogical explanation for limiting reagent. The teacher started the lesson by giving a
brief definition of the concept of limiting reagent.
Teacher: A limiting reagent is the one chemical in a reaction that determines how
much of the other chemicals are going to be used up. When you are given
the following reaction:
and the amounts reacting are as shown. Which one will you say is a
limiting reagent?
In this teaching scenario, the teacher used a variety of symbolic representations: the
equation, the numerical values of the amounts of chemical compounds, as well as
the analogy to help the students visualize the concept. Analogies are a common
feature with students’ everyday language and the teachers’ ability to use them
effectively contributes towards students’ understanding of chemical phenomena
(Gabel 1998, Thiele and Treagust 1994). According to Dagher and Cossman (1992:
364), analogical explanations are when ‘a familiar situation similar to the unfamiliar
phenomenon to be explained is used to provide the explanation. A correspondence
is assumed to exist between aspects of the analogical situation and those of the
actual phenomenon’.
During the post-lesson interview, the teacher commented on the relevance of
the dancing analogy to the students:
Teacher: In Australia, it makes sense because the students look forward to the
annual ball. The ball is one of the most eagerly awaited events in one’s
change of lives, and influences the attitudes, self-esteem, morale and
personality of the kids.
The teacher was asked why it is necessary to use a lot of explanations for some
concepts?
Teacher: For difficult concepts, I use a lot of questioning techniques and a fair bit
of reinforcing techniques. On top of that, the limiting reagent, the excess
reagent, types of products and stoichiometry requires much more
explanation at a ground level. I usually use an analogy and I think it is
going well with these students.
When asked about the limitations of the analogy, the teacher responded:
Teacher: So even this dancing partners analogy becomes useless because we are
dealing with the same boys and girls in different dancing . . . But in
chemical reactions, we are dealing with different chemicals in entirely
different chemical reactions.
1360 D. TREAGUST ET AL.
Anthropomorphic explanation for the periodic table. In this teaching scenario, the
teacher introduced the periodic table and made comments about the elements in
the groups.
Teacher: . . . this is also called a periodic table [Teacher pointing to a periodic table
hanging on the wall]. In the periodic table the horizontal rows are called
periods and the vertical columns are called groups. The first column is . . .
called alkali metals. So the surname of the first group is Alkali, Mr Alkali
and the family name of the second group is Mr Alkali Earth Metals. I
won’t go into surnames of all the other families. Groups between II and
III . . . they have schizophrenic chemical behaviour, that is, multiple
behaviours.
Coming to the last column, they come from the house of the lords.
Noble gases – these elements live in the high society, they do not mix with
low class people like you and me. Let us see why are they such high
society.
At this stage the teacher commented about the BaCl2XH2O having lost water of
crystallization. He continued on the board.
Model-based explanation for atomic structure. In this teaching scenario, about atomic
structure, the teacher explained that:
Teacher: There is not much of mathematics and calculations in this case, but use
of diagrams and the following models. [Teacher defined the atom and
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The teacher continued to explain the movement of electrons using this model and
he made use of an analogical explanation of a fan’s blades to clarify the motion of
electrons around the nucleus, to illustrate the Heisenberg’s Uncertainty Principle in
a simplified form.
Teacher: When the fan is stationery you can identify the number of blades, but as
it is turned full blast is it possible to identify each blade? No, it is blurred.
Therefore it is the same with electrons, hence the name electron cloud.
You cannot identify each and every electron since they are moving at a
high speed.
Relational explanation for everyday chemical experience. In this lesson, the teacher
related movement of molecules to students’ everyday experiences.
Teacher: When you are in a restaurant you can tell from the smell coming from the
kitchen that the chef is preparing something nice for you. How are you
able to tell?
THE ROLE OF REPRESENTATIONS IN CHEMISTRY 1363
Teacher: It is not always convenient to have your models with you so we draw a
structural formula – a two-dimensional representation.
Teacher: Obviously an advantage of our model is that it allows us to visualise three-
dimensional models. It also allows us to remember that these things have
energy and that these things are moving all the time twisting, turning
vibrating.
Although energy, or the twisting, turning and vibration of the methyl group, cannot
be seen, the teacher was able to effectively use a model that provided an image and
a meaning to the explanation to explain the submicroscopic process. The teacher’s
use of the phrase ‘twisting, turning, vibrating’ illustrated his attempt to focus on the
submicroscopic level of representation. However, modelling skills are not inherent
in learning or teaching, and the analogical relations of the reality and the model or
1364 D. TREAGUST ET AL.
Teacher: Now it doesn’t matter if this methyl group is over here or over there. You
can imagine because you can flip these around [referring to the structural
formula and the ball-and-stick model] just like you can with your plastic
models.
Subsequently, the ability to transfer from one symbolic representation to another was
practised in these lessons, with the teacher always reverting to the structural formula
representations on the board to explain and compare chemical compounds. Students
eventually chose to work without the ball-and-stick model, saying to one another:
‘Just do it on paper, we don’t need the model’. The symbolic and submicroscopic
chemical representations used in this scenario take on a relational form of
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understanding that helped to forge links between familiar and unfamiliar concepts.
Model-based explanations for the structure and formula of alkanes. In this learning
episode, when students made pentane from models, their conversation with each
other reinforced the number of carbon and hydrogen atoms required and the
lengths of the bonds. The explanation of the structure was primarily instrumental
learning in that the students were required to follow specific instructions. In the
following dialogue during this activity, students reinforced their understanding of
the bonding structure for carbon, the general formula for an alkane and compared
the symbols for different bonds and different atoms.
Student 2: Yes 1, 2, 3, 4, 5. So far I have five I’ve got to connect three more
carbons together
Student 2: It’s not going to sit very nice
Student 1: This can be pentane – pentane alright?
Student 3: Harold
Student 1: Yes
Student 1: Twelve hydrogen
Student 1: 1, 2, 3, 4,. .6, 7, 8, 9 – one more, three more . . .
Student 2: Three more?
Student 1: Yeah
Student 1: This isn’t pentane. Oh yes it is I didn’t count that one
Student 2: What are the green ones?
Student 1: Is this pentane?
Student 2: Green [ones] are chlorine
Student 1: Andrew, you used the wrong bond on the top.
Student 3: That’s a better pentane
Student 1: These bonds are long bonds at the top
Researcher: How many carbons?
Student 1: Five and twelve hydrogen, pentane?
Teacher: Yes that’s pentane
Student 1: For octane we’ll just expand it further
Student 2: Is it really chlorine? Chlorine!
Student 1: Gotcha. This will destroy your lungs
Student 2: Chlorine gas, chlorine gas
THE ROLE OF REPRESENTATIONS IN CHEMISTRY 1365
Student 1: Next one, you are going to have two chlorines in the middle. That
means 2, 2 dichloropropane, it is all dichloropropane.
Student 2: This is what we have just done, it is still . . .
Student 1: It is all propane and it is dichloropropane and it is just the number and
the fact that the number is 1, 1; 1, 2; 2, 2.
Student 2: Perhaps 1,3 . . . What about 1, 3?
Student 1: Fine. 2, 2 is here and 1, 2 is just like this.
Student 2: 2,3?
Student 1: No it will be 1, 2
Student 2: I see. I did not realise you were getting at it. It will be what?
Student 1: On what?
Student 2: 1, 2; 1, 3
Student 1: 1, 2; 1, 3
Student 2: and then 2, 2; . . . 1, 2.
Student 1: What about 1, 1; 1, 2; 1, 3 and that is it?
Student 2: Yeah!
their partner. Students looked for positive reinforcement from their peers and their
teacher, with correct responses building their confidence and understanding. A
students’ submicroscopic representation was constructed as a result of the
information received and interpreted by the student. The use of discussion with
peers and with the teacher helped the students confirm their understanding and
acceptance of their representation. Both instrumental and relational understanding
levels of understanding were exhibited. Understanding the meaning of the new
terminology of trans and cis forms, applying the naming rules to the new
compounds, and identifying all the possible structures are examples of instrumental
understanding. Transferring from the three-dimensional, ball-and-stick model to
the two-dimensional, structural formula, the record in their notes shows a relational
level of understanding.
Student 1: If we had the CH3 bond on the same side of the double bond as the
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chlorine . . .
Student 2: I’ve already done that.
Student 1: We have . . . atoms.
Student 2: I say you put them both on the top, one on the bottom one on the top
and both on the same side trans-chloropropene and then we have cis-
chloropropene.
Student 1: Look this one is different.
Student 1: There are so many.
The co-operative discussions observed were enriching to both the explainee and
the explainer. The task of explaining their ideas to fellow students revealed their
misunderstandings and helped clarify their ideas. Students frequently asked the
teacher for confirmation, even though they had already discussed an answer with
their peers, and were confident they were correct. The value of this process is
identified by Horwood, who concluded that the most neglected function of an
explanation is its ability to ‘enable the learner to become an independent explainer’
(1988: 48).
Conclusions
The data presented from teaching episodes in these two studies have provided
examples of the use of symbolic and submicroscopic representations in explaining
the macroscopic nature of chemical phenomenon from both teacher and student
perspectives. The examples have attempted to show the potential of explanations in
expanding the learners’ understanding of chemical phenomena. The abstract nature
of chemistry and the need for the learner to develop a personal understanding of the
submicroscopic nature of the chemical nature of matter necessitates the use of an
extensive range of symbolic representations such as models, problems and
analogies. Distinguishing the chemical content from the explanatory tools is not
always obvious and, consequently, the role of explanations and the relationship of
the symbolic representations to the macroscopic and submicroscopic levels should
be overtly discussed.
Two significant pedagogical issues about the role and use of submicroscopic
and symbolic representations in understanding chemical explanations and implica-
tions for teaching chemistry arise from these teaching episodes.
THE ROLE OF REPRESENTATIONS IN CHEMISTRY 1367
Note
Dr. Livy Thapelo Mamiala is now at the Faculty of Education, Vista University, Port Elizabeth,
6000, South Africa.
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