A central aspect of learning chemistry is learning to relate observations of phenomena to models of the sub-microscopic level of matter, and hence being able to explain the observable phenomena. However, research shows that students have difficulties discerning and comprehending the meaning of the sub-micro level and its models, and that practical work in its traditional form fails to help students to discern the relation between observations and models. Consequently, there is a strong call for new teaching activities to address these issues. This paper emerges from a growing number of studies showing that learning is supported when students are set to cooperatively create their own multimodal representations of science phenomena. In this paper, we explore the approach of letting students create their own stop-motion animation as a means to explain observations during practical work. The students’ work of producing a phenomenon in the laboratory and creating an animation was recorded (audio–video) to capture students’ verbal and non-verbal interactions and use of resources. Data was analysed using a thematic content analysis with a deductive approach aimed at identifying the aspects of chemistry content that are being reasoned. The analysis showed that the task enabled students to engage in reasoning concerning both the observations and the sub-micro-level models, and how they relate to each other. The task also enabled students to reason about features of the representation that are needed to make sense of both the observational and sub-microscopic aspects of a phenomenon, as well as reflecting upon the meaning of a model.

中文翻译：

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动画化学中的代表性挑战：自我生成的动画作为鼓励学生反思实验室练习中亚微过程的一种手段

学习化学的一个主要方面是学习将现象的观察与物质的亚微观水平的模型联系起来，从而能够解释可观察到的现象。然而，研究表明，学生难以分辨和理解亚微观水平及其模型的含义，而传统形式的实践工作无法帮助学生辨别观测值与模型之间的关系。因此，强烈要求开展新的教学活动以解决这些问题。本文来自越来越多的研究，这些研究表明，当学生着手合作创建自己的科学现象的多峰表示时，学习将得到支持。在本文中，我们探索了让学生创建自己的定格动画的方法，以此作为在实际工作中解释观察结果的方法。记录了学生在实验室中产生现象并制作动画的工作（音频-视频），以捕获学生的言语和非言语互动以及资源的使用。使用主题内容分析和演绎方法对数据进行了分析，目的是确定要推理的化学内容的各个方面。分析表明，该任务使学生能够参与有关观察结果和亚微观模型以及它们之间的关系的推理。这项任务还使学生能够对表征的特征进行推理，以充分理解现象的观察性和亚微观性，