Improving The Methodology of Developing Reflective Competences in Teaching Chemistry

Abstract

This thesis analyzes how the visualization of physics experiments, purposefully embedded in a STEAM framework that combines science, technology, engineering, the arts, and mathematics, advances scientific literacy in secondary education. The argument positions visualization not as a decorative enhancement but as a mediating practice that links phenomena, measurement, modeling, and explanation. A design-oriented review synthesizes theory and practice to show that visualizing experiments through data acquisition, dynamic graphs, simulations, physical and digital prototyping, and artistic renderings strengthens conceptual stability, improves evidence-based reasoning, and broadens student participation. The methods outline how visualization tasks can be aligned with physics learning goals and assessed with performance-based rubrics that capture growth in modeling and argumentation. The thesis concludes that STEAM-aligned visualization, when planned around clear physics targets and supported by iterative critique, meaningfully develops the core capacities of scientific literacy: asking testable questions, constructing and revising models, using evidence to justify claims, and communicating ideas with precision to varied audiences.