New Perspectives in Science Education

Chemistry can be particularly challenging for students with Special Educational Needs (SEN), partly because understanding chemical concepts requires students to move between three different levels of representation: the macroscopic, the microscopic, and the symbolic [1, 2]. Although digital technologies have increasingly been adopted in science education, the integration of Computer Science within upper secondary Chemistry teaching is still rather limited and its potential for supporting inclusive learning has not yet been explored systematically [3].

This paper proposes a research framework based on Universal Design for Learning (UDL) and explores how digital and computational tools can be used to make Chemistry learning more accessible and to support the participation of all students. The framework draws on research in inclusive Chemistry education and technology-enhanced learning and is organized into five Learning Units covering key topics of the upper secondary Chemistry curriculum: atomic models and electronic configuration, inorganic nomenclature, stoichiometry, electrochemistry, and organic nomenclature.

For each unit, the main learning barriers that may be encountered by students with SEN [4, 5]  are considered and specific strategies based on Computer Science are proposed. These include digital storytelling, interactive simulations, gamification, educational escape rooms, block-based programming, virtual laboratories, and three-dimensional tools for molecular visualization [6]. The approach is not to provide separate learning activities or alternative pathways for students with SEN. Instead, the framework starts from the idea that learning environments should be designed to be accessible to a diverse group of learners from the beginning, in line with the principles of UDL.

The framework will provide the basis for a future empirical study. Starting in autumn 2026, a pilot implementation is planned in upper secondary schools of the Autonomous Province of Bolzano to investigate the impact of these methodologies on students’ learning outcomes, motivation, and self-efficacy. The study aims to contribute to the developing field of inclusive Chemistry education and, more specifically, to explore how Computer Science can be integrated into Chemistry teaching in a way that is both educationally meaningful and accessible to all learners.

Keywords: Chemistry Education, Computer Science, Inclusive Education, Universal Design for Learning; Special Educational Needs.

References:

[1] Mekwong, S. and Chamrat, S. (2021). The Development Learning Activities Using Three Levels of Chemical Representation for Enhance Upper Secondary Students’ Organic Chemistry Concepts. Journal of Physics: Conference Series, 1835(1):012027.

[2] Bodner, M. (2026). Inclusive Chemistry Teaching Strategies for Upper Secondary Students with Dyscalculia: A Review of Innovative Practices. In Proceedings of the 15th International Conference New Perspectives in Science Education, pages 499–506.

[3] Chrin, S.R. and Nardo, J.N. (2025). The representation of disability and accessibility in chemistry and STEM education research: an integrative literature review. Journal of Chemical Education, 102(7):2786–2795.

[4] Circolare ministeriale n. 8 del 6 marzo 2013 – “Strumenti d’intervento per alunni con bisogni educativi speciali e organizzazione territoriale per l’inclusione scolastica” - indicazioni operative.

[5] Direttiva ministeriale del 27 dicembre 2012 – “Strumenti d’intervento per alunni con bisogni educativi speciali e organizzazione territoriale per l’inclusione scolastica”.

[6] Mischel, L.J. (2019). Watch and learn? using edpuzzle to enhance the use of online videos. Management Teaching Review, 4(3):283–289.