The effects of virtual reality and physical models on grade 11 learner understanding of geometric shapes in the chemistry classroom

Abstract

With the abstract nature of Chemistry, teaching tools can be used to interpret symbols, molecular nature and geometric structures/spatial structures, which are essential skills students need for solving problems in Chemistry. Chemistry demonstrates concepts that cannot be visualized with the naked eye, which results in the increased need to use virtual reality and physical models in the Chemistry classroom. Chemistry education aims to advance learners’ cognitive development by means of constructing their content knowledge, help them understand abstract concepts. However, learners encounter difficulties connecting Chemistry concepts to their imaginations, which affects their cognitive development, content knowledge and their metacognition, failing relation to the abstract world. Research has been done in the field of virtual reality and physical models, however more needs to be investigate within the South African context. In this study, the relationship investigated is between learner performance in grade 11 Chemistry and the effective use of teaching tools.