For the development of expertise and chemical language competence, students must have adequate knowledge of chemical representations. In chemistry, a distinction can be drawn between symbolic and iconic representations. Dealing with these different representations and the ability to translate them into one another is of great importance for a deeper understanding of chemistry. However, there are no empirical studies that explicitly test the translation skills of students with regard to the translation of iconic representations into symbolic representations. Therefore, the model of translation competence was developed and empirically examined. It has been shown that the translation competence is a two-dimensional construct.
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For the development of expertise and chemical language competence, students must have adequate knowledge of chemical representations. In chemistry, a distinction can be drawn between symbolic and iconic representations. Dealing with these different representations and the ability to translate them into one another is of great importance for a deeper understanding of chemistry. However, there are no empirical studies that explicitly test the translation skills of students with regard to the trans...
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