Active Learning with the Three Conceptual Levels in Chemistry

Many students struggle to connect the three conceptual levels (macroscopic, sub-microscopic and symbolic) to develop coherent models that are essential for conceptual understanding of Chemistry (Johnstone, 2006). One of the key challenges includes making connections between what they observe (macroscopic) and explaining these phenomenons at the sub-microscopic and symbolic levels. To encourage enduring conceptual understanding in Chemistry through deep learning, teachers made use of the SLS Pedagogical Scaffold to design learning experiences that allowed explicit connections to be made across the three conceptual levels, guided by the Active Learning processes with Technology. By harnessing the affordances of technology such as the SLS and Google G Suite for Education, students were able to verbalise their learning and make their thinking visible. At the same time, opportunities for various interactions are provided for students to demonstrate their learning through artefact creation or modelling, and engage in collaborative inquiry learning with their peers. These will enable students to develop their reasoning, analytical and critical thinking skills as we pique their interest with relevant concept applications and prepare them for the VUCA world in the 21st century.