The article presents the activities that embodied a teaching-learning sequence (TLS) that were then implemented in a high school Chemistry class in Bogotá, Colombia. The novel approach to the TLS in the chemistry course was the implementation of augmented reality to support the visualization of the phenomenon under study. The activities were designed to support participants in being able to describe, relate, explain and interpret emission spectra and the dual nature of light. The Educational Design Research model was used to understand the impacts of augmented reality on students' visualization capabilities. The data collected correspond to the productions of high school students visualization capabilities, and are compared with a matrix of levels of representation. The results suggest that, once the TLS is completed, students initial understanding moved from representations that correspond to an iconic description of the phenomenon, towards those that contain a greater semantic and semiotic load. The conclusions indicates that the TLS utilizing AR favors visualization processes for students. Limitations of the study are also discussed.
|Translated title of the contribution||Incorporation of augmented reality for the development of visualization capabilities. A study of high school students understanding of the atomic model|
|State||Published - 2019|