Este trabalho apresenta uma reflexão sobre o papel do princípio de Le Chatelier desde a sua criação e algumas implicações no ensino de química. Foram levantados aspectos históricos da evolução do princípio com o objetivo de discutir características como, por exemplo: o caráter universal do mesmo, problemas e limitações quanto à sua aplicação e possíveis alternativas ao uso do princípio. Também foram analisados como os livros didáticos de química no nível médio tratam muitos destes aspectos. Além disto, é realizada uma discussão nestes textos didáticos a respeito das variáveis que influenciam no estado de equilíbrio tais como: concentração, pressão, catalisador e temperatura. Um aspecto presente na análise destas variáveis foi o levantamento de ilustrações presentes nos livros baseando-se nos níveis de representação presentes no triângulo de Johnstone. Os principais resultados mostraram que os autores de livros de Química do Ensino Médio apresentam o conceito do princípio de Le Chatelier marcado por um caráter indutivo, vago, ambíguo, e sem apresentar uma fundamentação teórica e suas limitações, enfatizando-o como um princípio infalível ou uma verdade absoluta. Perpetuou-se no ensino de química, ao longo do tempo, a formulação mais simples e popular criada por Le Chatelier, no ano de 1888. Outra conclusão importante refere-se ao fato de a maioria das figuras presentes nos livros didáticos estar relacionada ao nível macroscópico e a concentração é a alteração mais discutida. Poucas são as figuras que interligam os três vértices do triângulo. Resta ao professor o desafio de incluir as ilustrações faltantes, principalmente as microscópicas pois estas têm o objetivo de explicar aos estudantes o que ocorre do ponto de vista molecular quando se altera o estado de equilíbrio químico. Portanto, este tratamento superficial do princípio pode favorecer processos de ensino-aprendizagem baseados na memorização, repetição e na sua utilização sem a compreensão exata dos fenômenos envolvidos. / This work presents a reflection on the role of the Le Chatelier\"s principle concerned by its creation and some implications in the teaching of chemistry. The main purpose was to analyze as high school chemical textbooks approach with this subject. For this, historical aspects of the evolution of the principle were studied with the objective of discussing important characteristics, for example: the universal character of the principle, his problems and limitations regarding their applications to previse changes in chemical equilibrium systems and the possible alternatives to the use of the principle. It was found that the principle formulations were similar to that more simple and popular wrote by Le Chatelier, in the year of 1888. It was also made an analysis of how the textbooks address the issue of variables that influence in the state of equilibrium such as: concentration, pressure, catalyst and temperature. Also was analyzed the illustrations present in these books with the objective of address the equilibrium change based in the of Johnstone\"s triangle (that explicitly shows the macroscopic, microscopic and representational levels of chemical knowledge). The main results showed that the majority of the figures in textbooks refers only to macroscopic level and the effects done by of the equilibrium reactants concentration change. There are few figures which are related the three levels represented in the Johnstone\"s triangle. Is very important that teachers include the illustrations missing, mainly the microscopic level, once that this level is essential to correct understand of chemical equilibrium change in the molecular level. In general, the authors of chemical textbooks present the Le Chatelier\"s principle in an inductive manner, vague and ambiguous. They never present theoretical aspects and limitations in the application of the principle. This stresses the infallible character of Le Chatelier\"s principle and transmits the idea that it is an absolute truth. This superficial treatment of the principle can encourage processes of teaching-learning based on memorization and the students can correctly use the principle in the problems solutions without have an exact understanding the phenomena.

<p>U doktorskoj disertaciji je prezentovano pedago&scaron;ko istraživanje koje se odnosi na teorijsko i eksperimentalno ispitivanje i proučavanje efekata primene kognitivno-vizuelnog pristupa zasnovanog na primeni grafičkih reprezentacija funkcija u obradi nastavnih sadržaja iz oblasti funkcija i njihovih primena. Na osnovu teorijskih principa kognitivno-vizuelnog pristupa, osmi&scaron;ljeni su i kreirani originalni didaktičko-metodički modeli za realizaciju sadržaja iz oblasti: matematičke analize (funkcije i izvod funkcije); problema sme&scaron;e (problemi me&scaron;anja rastvora); linearne funkcije i njene primene na re&scaron;avanje problema (problemi iz oblasti algebre, fizike i realnog okruženja). Ključni aspekti predloženog metodičkog pristupa su: vizuelizacija, vi&scaron;estruke reprezentacije, konceptualna znanja, postepeni prelazak ka vi&scaron;im nivoima apstrakcije u razvoju matematičkog m&scaron;ljenja, kao i planska i sistematska upotrebu računara sa odgovarajućom softverskom podr&scaron;kom. Okosnicu kognitivno-vizuelnog pristupa u obradi sadržaja matematičke analize i značajnu novinu u izučavanju izvoda funkcije predstavljaju zadaci sa grafičkim sadržajima i/ili zahtevima. Prikazane su metodičke mogućnosti ovih zadataka u kreiranju multireprezentativnog okruženja za učenje čija je polazna tačka formiranje i razvoj grafičkog razumevanja matematičkih koncepata. Takođe je izložena mogućnost klasifikacije zadataka sa grafičkim sadržajima i/ili zahtevima po različitim kriterijumima, na osnovu koje je data tipologija i razrađena metodika njihove primene u nastavnoj praksi.Sprovedeno je empirijsko istraživanje u okviru koga je u periodu od 2013. do 2015. godine realizovano pet pedago&scaron;kih eksperimenata sa paralelnim grupama u kojima su učestvovala 642 ispitanika (222 učenika četvrtog i 120 učenika prvog razreda gimnazije prirodno-matematičkog smera, 180 studenata osnovnih studija hemije i 120 studenata prve godine osnovnih studija fizike). Za potrebe istraživanja osmi&scaron;ljeni su i izrađeni nastavni materijali koji su omogućili učenicima/studentima eksperimentalnih grupa da izučavaju funkcije i njihove primene u multireprezentativnom i vizuelno-dinamičkom računarskom okruženju. Instrumenti primenjeni u istraživanjima bili su inicijalni i finalni testovi znanja. Evaluacija ostvarenih efekata primene kognitivno-vizuelnog pristupa, izvr&scaron;ena je poređenjem postignuća učenika/studenata eksperimentalnih (kognitivno-vizuelnih) i kontrolnih (tradicionalnih) grupa na testovima znanja. Na osnovu rezultata sprovedenih pedago&scaron;kih eksperimenata, utvrđeno je da primena kognitivno- -vizuelnog pristupa zasnovanog na grafičkom i dinamičkom prikazu funkcije u prezentovanju matematičkih sadržaja i re&scaron;avanju problema, u računarskom okruženju, ima značajan uticaj na kvalitet znanja učenika/studenata i ostvarenost optimalnih rezultata u učenju i razumevanju nastavnih sadržaja iz oblasti funkcija i njihovih primena na re&scaron;avanje problema.</p> / <p>In the doctoral dissertation a pedagogical research related to theoretical and experimental study of effects of applying a cognitive-visual approach based on the use of graphic representations of functions in interpretation of teaching contents from the field of functions and their applications is presented. On the basis of theoretical principles of cognitive-visual approach, original didacticmethodical models for the realization of contents were designed and created in the field: of mathematical analysis (functions and function derivative); problem of mixture (problems of mixing solutions); linear functions and its applications to solve problems (problems in the field of algebra, physics and the real environment). Key aspects of the proposed methodical approach are: visualization, multiple representations, conceptual knowledge, gradual transition to higher levels of abstraction in the development of mathematical thinking, as well as the planned and systematic use of computers with appropriate software support. The background of cognitive-visual approach in interpretation of mathematical analysis content and a significant novelty in the study of function derivative represent the problems with graphical contents and/or requirements. The methodological possibilities of these problems in creation of a multi-representative learning environment whose starting point is the formation and development of a graphical understanding of mathematical concepts are presented. The possibility of problems classification with graphical contents and/or requests according to different criteria is presented, on the basis of which, the typology is proposed and methodology for their application in teaching practice is elaborated. During the period 2013-2015 an empirical research was&nbsp; conducted within which five pedagogical experiments were realized with parallel groups involving a total of 642 respondents (222 students of the fourth and 120 first-year high school students major in science, 180 students of bachelor chemistry studies and 120 students of the&nbsp; first year of bachelor physics studies). For the purpose of the research, teaching materials that enabled students of the experimental groups to study the functions and&nbsp; their applications in a multi-representative and visual-dynamic computing environment were created. The instruments used in the research were initial and final tests of knowledge. The realized effects of the application of cognitive-visual approach was evaluated by comparing the achievements of high school students/ students of experimental (cognitive-visual) and control (traditional) groups on knowledge tests. Based on the results of the conducted pedagogical experiments, it has been established that the application of the cognitive-visual approach based on the graphical and dynamic presentation of the function in teaching mathematical contents and in problem solving in a computer environment has a significant impact on the quality of high school students&rsquo;/students&rsquo; knowledge and on the achievement of optimal learning outcomes and understanding of teaching contents from the field of functions and their application to solving problems.</p>

This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver. [See http://www.adaptive-learning.net/research/media.htm for media files associated with this thesis.]

Submitted by Miriam Lucas (miriam.lucas@unioeste.br) on 2018-04-13T13:49:33Z No. of bitstreams: 2 Adriana_Stormoski Lara_2017.pdf: 1545851 bytes, checksum: 5f13a034a4893eefb0ac7c8abb789066 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-13T13:49:33Z (GMT). No. of bitstreams: 2 Adriana_Stormoski Lara_2017.pdf: 1545851 bytes, checksum: 5f13a034a4893eefb0ac7c8abb789066 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-22 / The present research deals with the constructions of representations of the region of the triple frontier, which is the encounter and disencumbering of cultures, ethnicities and illicit practices, considering the porosity of the frontier. Thus the triple border beyond being a space for a show of natural beauties, is also marked by the constant discourse of national security, territorial defense. Given this context, it is intended to answer the following question: How do the Brazilian State and its institutions observe foreigners involved in illegal acts in the Border? In order to do so, one studies the relation of power defended by Foucault, in order to seek to construct the representation of the subject that speaks offense at the border and how the State creates devices through the repressive power to inhibit its criminal practice through the dynamics of the frontier. It was thus sought to make a historical-social analysis of the region of the triple border, a critical approach to the border devices as a way to contain the criminal practice in the border porosity and, finally, a procedural analysis of the foreign prisoners in Foz do Iguaçu a From a human rights perspective. Concluding that due to the state repression discourse, based on the existence of various national security devices, the incarcerated foreigner finds no human rights abode through public policies despite the significant number of foreigners arrested in the region of the triple border / A presente pesquisa versa sobre as construções de representações da região da tríplice fronteira, espaço de encontro e desencontro de culturas, etnias e práticas ilícitas, tendo em vista a porosidade da fronteira. Assim, a tríplice fronteira além de ser espaço de um show de belezas naturais, também é marcado pelo constante discurso de segurança nacional, defesa territorial. Diante deste contexto, pretende-se responder a seguinte pergunta: Como o Estado brasileiro e suas instituições observam os estrangeiros envolvidos pelos atos ilícitos na Fronteira? Para tanto estuda-se a relação de poder defendida por Foucault, para buscar construir a representação do sujeito que comente delito na fronteira e como o Estado cria dispositivos através do poder repressivo para inibir sua prática delituosa através da dinâmica da fronteira. Buscou-se assim fazer uma análise histórico-social da região da tríplice fronteira, uma abordagem crítica em relação aos dispositivos de fronteira como maneira de conter a prática delituosa na porosidade fronteiriça e por último, uma análise processual dos presos estrangeiros em Foz do Iguaçu a partir de uma perspectiva dos direitos humanos. Concluindo que devido ao discurso de repressão do Estado, pautado na existência de diversos dispositivos de segurança nacional o estrangeiro encarcerado não encontra guarida nos direitos humanos, através de políticas públicas, apesar do número expressivo de estrangeiros presos na região da tríplice fronteira.

<p>У&nbsp; докторској&nbsp; дисертацији&nbsp; је&nbsp; елаборирано&nbsp; истраживање&nbsp; које&nbsp; се&nbsp; односи&nbsp; на&nbsp; примену савремених технологија у настави математике на универзитетском нивоу. Истраживање се заснива&nbsp; на&nbsp; комбиновању&nbsp; различитих&nbsp; наставних&nbsp; метода,&nbsp; са&nbsp; циљем&nbsp; унапређења&nbsp; квалитета знања&nbsp; студената&nbsp; у&nbsp; области&nbsp; реалних&nbsp; функција&nbsp; и&nbsp; њихових&nbsp; особина.&nbsp; Бројна&nbsp; ранија истраживања&nbsp; бавила&nbsp; су&nbsp; се&nbsp; применом&nbsp; методе&nbsp; колаборативног&nbsp; рада&nbsp; у&nbsp; настави,&nbsp; као&nbsp; и имплементацијом&nbsp; савремене&nbsp; технологије&nbsp; у&nbsp; наставни&nbsp; процес.&nbsp; У&nbsp; докторској&nbsp; дисертацији описане&nbsp; су&nbsp; наставне&nbsp; методе&nbsp; које&nbsp; се&nbsp; заснивају&nbsp; на&nbsp; примени&nbsp; динамичког&nbsp; софтвера&nbsp; у испитивању&nbsp; особина&nbsp; функција,&nbsp; односно&nbsp; класа&nbsp; (фамилија)&nbsp; функција,&nbsp; комбиноване&nbsp; са методама колаборативног, односно индивидуалног рада студената. Коришћењем погодног динамичког&nbsp; софтвера,&nbsp; израђени&nbsp; су&nbsp; едукативни&nbsp; материјали&nbsp; који&nbsp; се&nbsp; могу&nbsp; користити&nbsp; у<br />настави.&nbsp; Спроведена&nbsp; су&nbsp; појединачна&nbsp; истраживања,&nbsp; која&nbsp; су&nbsp; имала&nbsp; за&nbsp; циљ&nbsp; утврђивање степена утицаја примене новог методског приступа на постигнућа&nbsp; студената у посматраној области. Резултати сваког од истраживања су статистички анализирани. Дата су закључна разматрања,&nbsp; која&nbsp; садрже&nbsp; дискусију&nbsp; о&nbsp; резултатима&nbsp; спроведених&nbsp; истраживања,&nbsp; као&nbsp; и смернице&nbsp; за&nbsp; имплементацију&nbsp; новог&nbsp; методског&nbsp; приступа&nbsp; у&nbsp; наставни&nbsp; процес&nbsp; и&nbsp; евентуална даља истраживања.</p> / <p>U&nbsp; doktorskoj&nbsp; disertaciji&nbsp; je&nbsp; elaborirano&nbsp; istraživanje&nbsp; koje&nbsp; se&nbsp; odnosi&nbsp; na&nbsp; primenu savremenih tehnologija u nastavi matematike na univerzitetskom nivou. Istraživanje se zasniva&nbsp; na&nbsp; kombinovanju&nbsp; različitih&nbsp; nastavnih&nbsp; metoda,&nbsp; sa&nbsp; ciljem&nbsp; unapređenja&nbsp; kvaliteta znanja&nbsp; studenata&nbsp; u&nbsp; oblasti&nbsp; realnih&nbsp; funkcija&nbsp; i&nbsp; njihovih&nbsp; osobina.&nbsp; Brojna&nbsp; ranija istraživanja&nbsp; bavila&nbsp; su&nbsp; se&nbsp; primenom&nbsp; metode&nbsp; kolaborativnog&nbsp; rada&nbsp; u&nbsp; nastavi,&nbsp; kao&nbsp; i implementacijom&nbsp; savremene&nbsp; tehnologije&nbsp; u&nbsp; nastavni&nbsp; proces.&nbsp; U&nbsp; doktorskoj&nbsp; disertaciji opisane&nbsp; su&nbsp; nastavne&nbsp; metode&nbsp; koje&nbsp; se&nbsp; zasnivaju&nbsp; na&nbsp; primeni&nbsp; dinamičkog&nbsp; softvera&nbsp; u ispitivanju&nbsp; osobina&nbsp; funkcija,&nbsp; odnosno&nbsp; klasa&nbsp; (familija)&nbsp; funkcija,&nbsp; kombinovane&nbsp; sa metodama kolaborativnog, odnosno individualnog rada studenata. Korišćenjem pogodnog dinamičkog&nbsp; softvera,&nbsp; izrađeni&nbsp; su&nbsp; edukativni&nbsp; materijali&nbsp; koji&nbsp; se&nbsp; mogu&nbsp; koristiti&nbsp; u<br />nastavi.&nbsp; Sprovedena&nbsp; su&nbsp; pojedinačna&nbsp; istraživanja,&nbsp; koja&nbsp; su&nbsp; imala&nbsp; za&nbsp; cilj&nbsp; utvrđivanje stepena uticaja primene novog metodskog pristupa na postignuća&nbsp; studenata u posmatranoj oblasti. Rezultati svakog od istraživanja su statistički analizirani. Data su zaključna razmatranja,&nbsp; koja&nbsp; sadrže&nbsp; diskusiju&nbsp; o&nbsp; rezultatima&nbsp; sprovedenih&nbsp; istraživanja,&nbsp; kao&nbsp; i smernice&nbsp; za&nbsp; implementaciju&nbsp; novog&nbsp; metodskog&nbsp; pristupa&nbsp; u&nbsp; nastavni&nbsp; proces&nbsp; i&nbsp; eventualna dalja istraživanja.</p> / <p>In&nbsp; the&nbsp; doctoral thesis,&nbsp; a&nbsp; research&nbsp; on&nbsp; the&nbsp; application&nbsp; of&nbsp; modern&nbsp; technologies&nbsp; in&nbsp; teaching mathematics at the university level is elaborated. The research is based on the combination of different teaching methods, with the aim of improving the quality of&nbsp; students&#39; knowledge of real functions and their properties. Numerous previous research was carried out using the method of collaborative teaching work in teaching,&nbsp; as well as the implementation of modern technology in the&nbsp; teaching&nbsp; process.&nbsp; In&nbsp; the&nbsp; doctoral thesis,&nbsp; teaching&nbsp; methods&nbsp; are&nbsp; described&nbsp; based&nbsp; on&nbsp; the application of dynamic software in the examination of the properties of functions, i.e. classes (families) of functions, combined with methods of collaborative, or individual work of students.By&nbsp; using&nbsp; suitable&nbsp; dynamic&nbsp; software, educational&nbsp; materials&nbsp; that&nbsp; can&nbsp; be&nbsp; used&nbsp; in&nbsp; teaching&nbsp; are created. Individual research was conducted, aimed at determining the degree of impact of the application&nbsp; of&nbsp; a&nbsp; new didactic approach&nbsp; on&nbsp; students&#39;&nbsp; achievements&nbsp; in&nbsp; the&nbsp; observed&nbsp; field. The results of each study were statistically analyzed. Final conclusions are provided, which contain a discussion of the results of the conducted research, as well as guidelines for the implementation of the new didactic approach in the teaching process and possible further research.</p>

Not only is Quantum Mechanics (QM) conceptually rich, it is also a theory that physics students have found abstract and technically formidable. Nevertheless, compared to other classical topics of physics, university students’ understanding of QM has received minimal attention in the physics education literature. The principal purpose of this study was to characterize the variation in the ways that undergraduate physics students depict the basic concepts of QM and to extrapolate the results to scaffold possible changes to instructional practices at the university that provided the context for the study. In so doing, an adaptation of a developmental phenomenographic perspective was chosen. Empirically, the study was approached through in-depth interviews with 35 physics students from two Ethiopian governmental universities after they had been exposed to the traditional QM course for one-third of a semester. Interview responses were analyzed using phenomenographic approach where a picture of students’ depictions was established for each quantum concept by expounding the given responses. For each basic quantum concept addressed, the structure of the description categories was separately constructed, and overall, it was found that naive, quasi-classical ontology and/or variants of classical ways of visualization are dominant in students’ responses. For example, it was found that students’ depictions of the photon concept could be described with three distinct categories of description, which are (a) classical intuitive description, (b) mixed model description and (c) quasi-quantum model description. Similarly, the findings revealed that it is possible to establish three qualitatively different categories of description to picture students’ depictions of matter waves, namely, (a) classical and trajectory-based description, (b) an intricate blend of classical and quantum description and (c) incipient quantum model description. Likewise, it was found that students’ depictions of uncertainty principle can be described as: (a) uncertainty as classical ignorance, (b) uncertainty as measurement disturbance and (c) uncertainty as a quasi-quantum principle. With regard to learning QM, the categories of description made clear several issues: most students did not have enough knowledge to depict the basic concepts of QM properly; they were influenced by the perspective of classical physics and their perceptions in making explanations about QM; and they also applied mixed ideas, one based on their classical model and the other from newly introduced QM. These results are also supported by the findings of previous studies in similar domains. Findings from the study were used to guide the design of multiple representations-based instructions and interactive learning tutorials on the conceptual aspects of QM that has been shown to address specific difficulties identified in the study. Theoretical and practical implications of the study, as well as potential future considerations are drawn. / Mathematics, Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education)

Not only is Quantum Mechanics (QM) conceptually rich, it is also a theory that physics students have found abstract and technically formidable. Nevertheless, compared to other classical topics of physics, university students’ understanding of QM has received minimal attention in the physics education literature. The principal purpose of this study was to characterize the variation in the ways that undergraduate physics students depict the basic concepts of QM and to extrapolate the results to scaffold possible changes to instructional practices at the university that provided the context for the study. In so doing, an adaptation of a developmental phenomenographic perspective was chosen. Empirically, the study was approached through in-depth interviews with 35 physics students from two Ethiopian governmental universities after they had been exposed to the traditional QM course for one-third of a semester. Interview responses were analyzed using phenomenographic approach where a picture of students’ depictions was established for each quantum concept by expounding the given responses. For each basic quantum concept addressed, the structure of the description categories was separately constructed, and overall, it was found that naive, quasi-classical ontology and/or variants of classical ways of visualization are dominant in students’ responses. For example, it was found that students’ depictions of the photon concept could be described with three distinct categories of description, which are (a) classical intuitive description, (b) mixed model description and (c) quasi-quantum model description. Similarly, the findings revealed that it is possible to establish three qualitatively different categories of description to picture students’ depictions of matter waves, namely, (a) classical and trajectory-based description, (b) an intricate blend of classical and quantum description and (c) incipient quantum model description. Likewise, it was found that students’ depictions of uncertainty principle can be described as: (a) uncertainty as classical ignorance, (b) uncertainty as measurement disturbance and (c) uncertainty as a quasi-quantum principle. With regard to learning QM, the categories of description made clear several issues: most students did not have enough knowledge to depict the basic concepts of QM properly; they were influenced by the perspective of classical physics and their perceptions in making explanations about QM; and they also applied mixed ideas, one based on their classical model and the other from newly introduced QM. These results are also supported by the findings of previous studies in similar domains. Findings from the study were used to guide the design of multiple representations-based instructions and interactive learning tutorials on the conceptual aspects of QM that has been shown to address specific difficulties identified in the study. Theoretical and practical implications of the study, as well as potential future considerations are drawn. / Mathematics, Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education)

Externe Repräsentationen sind für das Verständnis und die Vermittlung chemischer Phänomene und Konzepte essenziell. Lernende werden mit einer Vielzahl an Darstellungen konfrontiert, mit denen sie geeignet umgehen müssen, um die darin transportierten Inhalte zu erfassen. Eine wichtige Voraussetzung für die flexible Verwendung mehrerer Repräsentationen im Lehr- und Lernprozess stellt die sogenannte Translationsfähigkeit dar, welche das Überführen verschiedener Darstellungsformen ineinander beschreibt. Empirische Studien weisen dahingehend auf Defizite bei Lernenden hin. Demzufolge untersucht die vorliegende Arbeit in einer quantitativen Querschnittstudie, inwiefern (a) Übersetzungswege und (b) zu übersetzende Stoffklassen die Übersetzungsschwierigkeit beeinflussen und (c) welche Zusammenhänge zwischen personenbezogenen Eigenschaften und der Translationsfähigkeit bei Lernenden bestehen. Die Stichprobe umfasst Lernende der 10. und 11. Jahrgangsstufe des Bundeslandes Berlin. Für die Erfassung der Translationsfähigkeit wurde ein Erhebungsinstrument konzipiert, dessen Aufgaben in einem Think-Aloud-Setting (N = 10) und in einer quantitativen Vorstudie (N = 225) pilotiert wurden. Die Auswertung der Daten erfolgte unter Anwendung von Item-Response-Theorie sowie Zusammenhangsanalysen. Die Ergebnisse (N = 629) zeigen, dass sich Übersetzungswege zwischen Moleküldarstellungen geringfügig in der Übersetzungsschwierigkeit unterscheiden und ähnlich hohe Anforderungen an die Translationsfähigkeit stellen (a). Zu übersetzende Stoffklassen zeigen Unterschiede in den Übersetzungsschwierigkeiten und damit in den Translationsanforderungen an Lernende (b). In einer multiplen Regression konnten personenbezogene Eigenschaften wie deklaratives Fachwissen und Mental Load als Prädiktoren der Translationsfähigkeit identifiziert werden (c). Die Befunde bieten damit Ansatzpunkte zum Umgang mit Lerngelegenheiten mit Translationsanforderungen und Möglichkeiten für Anschlussforschung. / External representations are important to understand and teach chemical phenomena and concepts. Students are faced with a multitude of representations, which they have to deal with appropriately to comprehend the content conveyed to them. An important prerequisite for the flexible use of several representations in teaching and learning processes is the so-called translation ability, which includes switching from one form of representation to another. However, empirical work reveals deficits among students. To shed light on these deficits, this work uses a quantitative cross-sectional study to investigate how the variables (a) translation path and (b) chemical class influence the translation difficulty, and (c) which correlations exist between students’ personal characteristics and their translation ability. The sample consists of 10th and 11th grade students from high schools in Berlin. To assess translation ability, a multiple-choice test was developed and validated in a think-aloud setting (N = 10) and a quantitative pre-study (N = 225). The data were analyzed using item response theory, as well as correlation and regression analyses. The results (N = 629) indicated that translation paths between molecular representations differ only slightly in terms of translation difficulty and have similarly high translation ability requirements (a). Regarding chemical classes, differences in translation difficulty and thus translation requirements for students could be identified (b). In a multiple regression, person-related variables such as declarative knowledge and mental load could be identified as predictors of translation ability (c). Thereby, these findings provide first principles for dealing with learning opportunities that have translation requirements and possibilities for follow-up research.