Visualizing Chemistry Through a Tetrahedral Approach

Reduce high-school chemistry misconceptions by exploring how visual representations and situated learning environments could reduce chemistry difficulties. Using Mahaffy’s Tetrahedral Learning Model, an adapted version of the Johnstone’s Triangle Theory (1991), students participated in multimodal activities, supported by surveys, interviews, and a pre-/post-inventory assessment to help educators identify changes in chemistry misconceptions. Findings suggest that using real-world contexts and multiple representations could improve engagement and deepen understanding in chemistry. Future longitudinal research could inform educators and policymakers on how these approaches influence students’ long-term interest in STEM careers.