Chemistry as a whole is divided into three levels. The
describes real, observable phenomena of the material world. The
focuses on particles. The
includes pictorial and symbolic representations to ...visualize substance in its nature. Students often have problems separating these levels and conceptually transfer each of the three levels to the other. Therefore, teachers need to use chemical terminology correctly when teaching the substance-particle concept. Augmented reality (AR) connects the real and virtual worlds. The observer physically moves in a real environment that integrates virtual elements. This can be effective for learning when chemical processes that are invisible are made visible. The simultaneous presentation should avoid split attention and offers new possibilities to interactively deal with multiple external representations ((M)ER). The question arises whether AR has a positive effect on the use of technical language. With an AR app on the tablet and on the hololens, chemical processes of a real experiment are represented by AR visualizations. In this study, the chemistry terminology of chemistry teachers (
= 30) was captured using a pre-post survey. Each test includes five tasks elaborated by thinking aloud. Therefore, the AR app was piloted. The thinking-aloud protocols to acquire the use of the chemical terminology are evaluated in MAXQDA.
Chemisches Wissen kann nach Johnstone in drei Ebenen eingeordnet werden: die makroskopische, submikroskopische und repräsentative Ebene. Chemiker:innen können ohne Probleme innerhalb dieser Ebenen ...kommunizieren, Lernenden fällt dieses jedoch schwer. Eine sprachliche Vermischung der Ebenen kann Verständnisschwierigkeiten und fachlich nicht anschlussfähige Vorstellungen fördern. Das Unterrichtskonzept „chem⁝LEVEL – Fachsprache fördern auf Basis des Johnstone‐Dreiecks“ verfolgt das Ziel, die Ebenen transparent im Unterricht darzustellen und eine ebenenspezifische Fachsprache zu fördern. Dazu wurde eine schülergerechte Visualisierung des Johnstone‐Dreiecks entwickelt und eine digitale Lernumgebung zum Thema galvanische Zellen gestaltet.
Translation
According to Johnstone, chemical knowledge can be classified into three levels: macroscopic, submicroscopic and representative level. Chemists can communicate within these levels without problems, but learners find this difficult. A linguistic mixture of the levels can promote difficulties in understanding and ideas that are not compatible with the subject. The teaching concept “chem⁝LEVEL – promoting technical language on the basis of the Johnstone triangle” pursues the goal of presenting the levels transparently in the classroom and promoting a level‐specific technical language. To this end, a student‐friendly visualization of the Johnstone triangle was developed and a digital learning environment on the topic of galvanic cells was designed.
Terminology is one of the most important problems of modern linguistics.
The study of terminological systems of typologically different languages is of
great scientific interest. The article deals ...with the productive methods of word
formation in English, Russian and Tatar chemical and biological terminology
on the example of suffixation, compounding, conversion and abbreviation. The
purpose of the present study is to identify the features of these methods in the
chemical and biological term systems of genetically unrelated and typologically
diverse languages. The general models of word formation typical for the
languages studied in this article are considered and presented.
This paper deals with the appropriation of the new chemical terminology in late nineteenthcentury Spain. It analyses the perceptions about the advantages and problemes generated by the new ...terminology. The study sheds light on the nature of the current terminology, its circulation and uses in classrooms and the causes of its constant transformation. In tune with current studies on the circulation of scence, the paper discusses practices of negotiation, appropriation and resistance related to the spread of scientific terminology. The historical perspective offers evidence about the collective and provisional character of scientific terminology and encourages the search for renovated links between history and didactics of science.
Etimološki pristup učenju kemije je u tome da ne objasnimo samo što ime ili termin znači nego i da ukažemo na njegovo izvorno značenje te objasnimo kako je našao svoj put do kemije. U članku se ...razmatra povijest anorganske kemije kroz povijest imenovanja kemijskih elemenata. Povijest pak organske kemije otkriva, upravo kroz imena spojeva, da se temeljila prije svega na izolaciji čistih tvari iz prirodnih materijala. Etimološki pristup učenju kemije olakšava usvajanje kemijske nomenklature i terminologije te povezuje kemiju s drugim djelatnostima (filologijom, historiografijom, ekonomijom, politikom).
Ovo djelo je dano na korištenje pod licencom Creative Commons Imenovanje 4.0 međunarodna .
PDF
