Structure–property reasoning (SPR) is one of the most important aims of chemistry education but is seldom explicitly taught, and students find structure–property reasoning difficult. This study assessed two design principles for the development of structure–property reasoning in the context of demonstrations: (1) use of a POE task (predict–observe–explain) and (2) use of the domain-specific particle perspective, both to increase student engagement and to scaffold micro-level modeling. The aim of the demonstration series was to teach structure–property reasoning more explicitly to pre-university students (aged 15–16). Demonstrations pertained to the properties of metals, salts and molecular compounds. The SPR instrument was used as a pretest and posttest in order to gain insight into the effects on structure–property reasoning. In addition, one student (Sally) was followed closely to see how her structure–property reasoning evolved throughout the demonstrations. Results show that after the demonstrations students were more aware of the structure models at the micro-level. The students also knew and understood more chemical concepts needed for structure–property reasoning. Sally’s qualitative data additionally showed how she made interesting progress in modeling micro-level chemical structures. As we used conventional demonstrations as a starting point for design, this could well serve as a practical tool for teachers to redesign their existing demonstrations.
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