Engaging the Invisible in Visible Ways: Designing Activity for Chemical Reasoning

Abstract

In the learning of chemistry, and science, it is critical for learners to be able to engage with the “invisible” science concepts in ways that are meaningful and productive. The present set of studies will be exploring the role of activity systems in this process, specifically the role that mediating objects play in supporting learners to engage in meaning making with scientific concepts. This dissertation will leverage conceptual frameworks in chemistry education research and activity theory, to show how mediating objects embedded within activity systems can make visible the various aspects of chemistry and science learning. The studies will show how students and teachers use various mediating objects (e.g., tools, conceptual sketches, and practical measures) to make sense of the different levels of representation in chemical thinking, as defined by chemistry and science education frameworks (e.g., symbolic, macroscopic and sub-microscopic connections, and students’ conceptual understandings and experiences in the science classroom). Collectively, these studies will show how learners engage in activity with mediating objects, attending to how these objects operate to make the relevant dimensions of learning salient during meaning making. These studies will then be used to put forth design principles about how to design and use mediating artifacts to engage the invisible aspects of science teaching and learning in visible ways.