Abstract

This study investigated multiple levels of representation (the macroscopic, microscopic, symbolic levels) in students’ written arguments. In this context, students were implemented the Science Writing Heuristic approach (SWH), which is an argument-based approach to science inquiry, using virtual chemistry laboratory. Qualitative research was used, and document analysis was done in the study. The participations of the study consisted of 77 pre-service elementary teachers. Students’ lab reports prepared using the template of the SWH approach were used as data instrument. Ten SWH activities on chemical and physical changes were implemented in four weeks. Students’ 156 laboratory reports were evaluated using a rubric prepared for this study. The analysis result revealed that students predominantly used the symbolic level of representation and used it as a mediator between the macroscopic and the microscopic levels. Moreover, it was determined that even tough students used more representations in data section, they used representations in a connected manner in evidence and reflection sections. In line with the results, the study suggests that students need to be encouraged to use representations as evidence to support their claims and to reflect the meaning of these representations.

Key words: Virtual chemistry laboratory, the science writing heuristic approach, multiple levels of representations (macroscopic, microscopic, symbolic)