A Case-Based Study of Students' Visuohaptic Experiences of Electric Fields around Molecules: Shaping the Development of Virtual Nanoscience Learning Environments

Table 1

Intersections of students’ deployment of conceptual knowledge (construction or adjustment of concepts/engagement of existing concepts) with emergent interactive strategies (confirmatory/exploratory) observed in think-aloud tasks with a visuohaptic virtual model of molecular electric fields.

	Confirmatory	Exploratory
Construction or adjustment of concepts	Validating newly constructed or adjusted concepts by comparing perceptions within the system	Constructing or adjusting concepts based on perception
Engagement of existing concepts	Verifying existing concepts by comparing perceptions within the system to those expected	Interpreting perceptions in terms of existing concepts