Efforts to make effective use of technology
offer a promising direction for science education research.
In this study, we investigated how a teacher and students
used an inquiry-based, visualization-focused chemistry
unit. The chemistry unit was designed for American students
and takes advantage of dynamic, interactive computer
visualizations. Features of the unit enable innovative
learning activities such as online construction and critiquing
of dynamic visualizations of chemical reactions. These
kinds of activities are unfamiliar to teachers and students
who are used to traditional teacher-centered instruction.
We investigated how a teacher in Taiwan customized and
implemented the unit to address the needs of her teaching
in Taiwan, and what the impact of the unit was on the
students’ understanding of chemical reactions. The results
provide insights into the impact of innovative practices that
new technology brings to local classrooms, and reflections
on the adaptation of reform-based science instruction are
made.

EB00000002128K

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• Adaptation of an Inquiry Visualization Curriculum and its Impact on Chemistry Learning