In order for beginning students in chemistry to be able to interpret and understand observations of chemical phenomena, they need to be able to visualise events associated with the phenomena at the atomic level. Expertly produced animations of the dynamic atomic world can then be a learning aid. Interpreting other people’s visualisations, however, can be (too great) a challenge for the beginner. Therefore, we want to investigate what kind of discussion and action the creation of the student’s own animations might initiate, and what kind of chemistry knowledge – both conceptual and representational –the beginning student then finds it possible to develop.
