This study discussed the recent application of Virtual Reality Technology (VRT) in an educational setting and self-face learning of chemistry in specific considering the need for an effective strategy in learning chemical concepts among the pre-service chemistry teachers in Nigeria. It highlighted some benefits of VRT to pre-service chemistry teachers who are faced with difficulty in content knowledge of teaching abstract chemistry concepts such organic structure, molecular structure, chemical reactions and stoichiometry through scrutinizing existing literature on VRT in chemistry. The paper further presented some empirical studies on VTR in resolving misconceptions among pre-service chemistry teachers in Nigeria. Some of the VRT benefits highlighted include; interactivity, immersability, and visualizability which are expected to enable the pre-service chemistry teacher to fully understand concepts better for effective and efficient chemistry instructional delivery after their graduation.
Allinger, N. L. (2010). Molecular Structure: Understanding Steric and Electronic Effects from Molecular Mechanics. Molecular Structure: Understanding Steric and Electronic Effects from Molecular Mechanics. https://doi.org/10.1002/9780470608852
Barrett, T. J., & Hegarty, M. (2016). Effects of interface and spatial ability on manipulation of virtual models in a STEM domain. Computers in Human Behavior, 65, 220â€“231. https://doi.org/10.1016/j.chb.2016.06.026
Garcia-Ruiz, M. A., Edwards, A., Gutierrez-Pulido, J. R., & Acosta-Diaz, R. (2006). Virtual reality learning objects of molecular structures. Proceedings of the International Conference on Dublin Core and Metadata Applications.
GonzÃ¡lez Felipe, E., FernÃ¡ndez CÃ©zar, R., Vazquez MolinÃ, A. M., Aguirre PÃ©rez, C., & CortÃ©s Simarro, M. (2017). Analysis of a New Teaching Approach to teach chemical bonding to High School Spanish students. Da InvestigaÃ§Ã£o Ã€s PrÃ¡ticas, 7(1), 6â€“30. Retrieved from https://ojs.eselx.ipl.pt/index.php/invep/article/viewFile/96/225
Kay, C. C., Yiin, H. K., Chu, C. K., & Hong, K. Y. (2010). Misconceptions in the Teaching of Chemistry in Secondary Schools in Singapore & Malaysia. Proceedings of the Sunway Academic Conference, (1996), 1â€“10.
Saidin, N. F., Halim, N. D. A., & Yahaya, N. (2016). Designing Mobile Augmented Reality (MAR) for Learning Chemical Bonds. Proceedings of the 2nd International Colloquium of Art and Design Education Research (i-CADER 2015), 367â€“377. https://doi.org/10.1007/978-981-10-0237-3_37
SarÄ±taÅŸ, M, T. (2015). Chemistry teacher candidates acceptance and opinions about virtual reality technology for molecular geometry. Educational Research and Reviews, 10(20), 2745â€“2757. https://doi.org/10.5897/ERR2015.2525
Stenshagen, P. P. W. (2018). VRChemist: Virtual Reality for High School Chemistry, (June). Retrieved from https://brage.bibsys.no/xmlui/handle/11250/2502558
Touli, E. H., Talbi, M., & Radid, M. (2012). Teaching-Learning of Chemistry: Analysis of Representations of Learners on the Modeling of Chemical Transformation. Procedia - Social and Behavioral Sciences, 46, 47â€“52. https://doi.org/10.1016/j.sbspro.2012.05.065
Vrabec, M., & ProkÅ¡a, M. (2016). Identifying Misconceptions Related to Chemical Bonding Concepts in the Slovak School System Using the Bonding Representations Inventory as a Diagnostic Tool. Journal of Chemical Education, 93(8), 1364â€“1370. https://doi.org/10.1021/acs.jchemed.5b00953
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.