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

Hsin Yi Chang*, Zhihui H. Zhang, Shu Yuan Chang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)605-619
Number of pages15
JournalAsia-Pacific Education Researcher
Issue number3
Publication statusPublished - 2014 Sept
Externally publishedYes


  • Adaptation
  • Chemical reaction
  • Visualization
  • Web-based inquiry curriculum

ASJC Scopus subject areas

  • Education


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