Journal of Science Education and Technology

, Volume 12, Issue 3, pp 285–302

Connected Chemistry—Incorporating Interactive Simulations into the Chemistry Classroom


DOI: 10.1023/A:1025085023936

Cite this article as:
Stieff, M. & Wilensky, U. Journal of Science Education and Technology (2003) 12: 285. doi:10.1023/A:1025085023936


The aim of this paper is to describe a novel modeling and simulation package, connected chemistry, and assess its impact on students' understanding of chemistry. Connected chemistry was implemented inside the NetLogo modeling environment. Its design goal is to present a variety of chemistry concepts from the perspective of “emergent phenomena”—that is, how macro-level patterns in chemistry result from the interactions of many molecules on a submicro-level. The connected chemistry modeling environment provides students with the opportunity to observe and explore these interactions in a simulated environment that enables them to develop a deeper understanding of chemistry concepts and processes in both the classroom and laboratory. Here, we present the conceptual foundations of instruction using connected chemistry and the results of a small study that explored its potential benefits. A three-part, 90-min interview was administered to six undergraduate science majors regarding the concept of chemical equilibrium. Several commonly reported misconceptions about chemical equilibrium arose during the interview. Prior to their interaction with connected chemistry, students relied on memorized facts to explain chemical equilibrium and rigid procedures to solve chemical equilibrium problems. Using connected chemistry students employed problem-solving techniques characterized by stronger attempts at conceptual understanding and logical reasoning.

chemistry education modeling environments scientific visualization 

Copyright information

© Plenum Publishing Corporation 2003

Authors and Affiliations

  1. 1.Department of Learning SciencesNorthwestern UniversityEvanston