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Introduction
Education is a deeply social undertaking, and throughout history, the effectiveness of education has been connected to competent teachers who engage in meaningful interactions with their students. The incorporation of technology-based instruction in science education has a broad influence on the field of education and promotes the development of student-centred learning environments. By using technology-based teaching methods and information and communication technology (ICT) in the teaching and learning process, the quality and availability of education can be enhanced, along with increasing student motivation and fostering a conducive learning atmosphere (Daniels, 2012).
Despite the global emphasis on fostering students’ learning, there is a lack of use of instructional strategies that could support scientific ideas and practices among teachers, including in Ethiopia (Darling-Hammond et al., 2020). Consequently, even after receiving education, many students still possess misconceptions about science. One theory suggests that this is due to teachers primarily focusing on students’ information gain as a means to help them retain information for exams, resulting in students leaving science classes with misconceptions. This can be especially challenging in subjects like chemistry, where students are regularly required to apply scientific theories to complex computational and conceptual problems (Broman and Parchmann, 2014). Considering this, a key objective of chemistry education, as part of science education, is to understand how students learn chemistry, teach chemistry effectively and enhance learning outcomes by adopting new teaching methods that encourage students to move away from rote memorization and towards a deeper understanding and application of fundamental chemistry principles (Sewry and Paphitis, 2018).
To achieve a deeper understanding of chemistry, students need to study and comprehend the macroscopic, sub-microscopic and symbolic aspects of chemical knowledge. Whether in primary or higher education, it is essential for chemistry learners to grasp scientific concepts at all three levels and be able to integrate their knowledge effectively (Johnstone, 2009). Connecting these three levels is crucial to perceive the practical applications of chemical knowledge in everyday life. Furthermore, difficulties faced by students at one level can have an impact on their understanding of the other levels (Satriadi et al., 2019).
Various approaches have been used in both in-person and technology-driven educational settings to tackle micro-macro thinking abilities. These technological solutions possess a considerable capacity to showcase ever-changing...