Abstract:

Developing an understanding of certain chemistry concepts and phenomena, at the university level (e.g. chemical kinetics, chromatography and Krebs cycle), is a complex endeavor. The former is particularly applicable to high kinetic microscopic phenomena. Thusly, our objective is the design, implementation and evaluation of teaching-learning sequences that utilize augmented reality; which has been shown to facilitate the understanding of complex chemical notions as well as improving visualization capabilities. This study employed the Design-Based Research method with three distinct sequential phases: a) university textbooks were reviewed and images used within them were evaluated; b) teaching-learning sequences with augmented reality were designed and validated; and c) aforementioned sequences were implemented and students’ work was collected and evaluated. For this last phase, a representation matrix was used as a benchmark. Results suggest that students’ work progresses from what can be characterized as iconic descriptions of the presented phenomenon, to descriptions that employ grater semantic and semiotic loads. This study concludes that augmented reality can improve visualization processes for it facilitates students’ transitions among macro, micro and symbolic levels. This study, thusly, offers possible pointers for the elaboration of teaching-learning sequences that integrate scientific disciplines by means of contextualized subject-topics that foster learning and the development of scientific competencies such as visualization.

Acknowledgment:
This scientific product is derived from: a) FONDECYT research 1150659 CONICYT. Retrieved from https://specto.pucv.cl; b) Proyecto ACACIA (561754-EPP-1-2015-1-CO-EPPKA2-CBHE-JP) Retrieved from https://acacia.digital.

Keywords:

Teaching Learning Sequences, Teaching Innovations, Augmented Reality.