Exploring Conditions for Utilizing Representations in Chemistry in an Argument-Based Inquiry Environment: Laboratory Only, Technology Only, or a Combination of Laboratory and Technology

This study examines how preservice science teachers (PSTs) use multiple levels of representation in chemistry (macroscopic, microscopic, symbolic, and algebraic) as a result of engaging in argument-based inquiry in three different conditions: laboratory-only, technology-only, and a combination of technology and laboratory. The Science Writing Heuristic (SWH) approach was used to provide an argument-based inquiry environment under each condition. This study was conducted over the course of one semester, lasting 14 weeks in total, in a Chemistry I course. The study used an embedded single-case study design, and the participants consisted of 20 PSTs. Data included vignettes and video recordings. Video recordings of each of the PSTs' discussions were analyzed for multiple levels of representation in chemistry in the design and claims and evidence components of the SWH approach for each week. Vignettes were analyzed by using content analysis. The results reveal that the PSTs prefer engaging in the combination of laboratory and technology conditions in terms of representational use, with this condition being the most beneficial in promoting development of representational competency. The results also highlight that the PSTs tend to consider technology beneficial for understanding the microscopic level of representation. Through a combination of laboratory and technology, PSTs are able to create arguments by utilizing and linking the multiple levels of representation necessary for building an understanding of chemistry.