Table 1
Didactical design chemistry: The greenhouse effect.
| KNOWLEDGE GOALS WHAT IS THE KNOWLEDGE CONTENT? | COMPETENCE WHICH ABILITIES SHOULD BE DEVELOPED? | TIME WHEN WILL ACTIVITIES TAKE PLACE? | SPACE WHERE WILL ACTIVITIES TAKE PLACE? | RESOURCES WHICH LEARNING MATERIALS? | ADDED VALUE DOES THE DESIGN SUPPORTS LEARNING? |
|---|---|---|---|---|---|
| Chemical processes in soil, air and water; connection to environmental and health issues. The concept of the greenhouse effect and related concepts and processes. Language development in both Swedish and first language. | To use chemistry concepts and explanatory models to describe and explain relationships in nature, society and the human body. To communicate and discuss about the greenhouse effect and related concepts and processes. | In classroom:
In VR environment:
| Classroom: reading material Spatial VR-environment divided into sections:
| 3D models Pictures Sticky notes Short film | Visualisation, interaction and manipulations of concepts and processes. |
Figure 1
Greenhouse effect VR environment: section with 3D models of greenhouses.
Figure 2
Greenhouse effect VR environment: section with a short film and pictures with sticky notes on the albedo effect, anthropogenic and the greenhouse effect.