Representations are vital to the communication of chemistry concepts. Chemists and teachers use a wide array of graphs, symbols and diagrams to achieve understanding, describe and solve problems. Hence, effective chemistry education requires a clear understanding of the role of representations, how students interact with them, and how they can be used to improve and assess a student's understanding. This mixed methods study simultaneously collects multi-modal data (eye-tracking, drawings, verbal responses, particulate nature of matter assessment score and visual problem solving score) on student interaction with representations and uses the data collection process as an intervention strategy, in an attempt to improve a student�s metacognitive representational skills and develop a framework for discipline based educational research situated within an undergraduate chemistry department. I will present preliminary results on connections between metacongnitive improvements, self-efficacy, interaction style and competence.

Multimodal representational problem solving in chemistry by undergraduate students

247th National Meeting (2014)

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