Teaching the invisible structures of matter, such as atomic lattices and molecular symmetries, presents significant epistemological and pedagogical challenges. This paper explores how representational tools, and epistemic practices can support the development of crystallographic thinking in science education. Drawing on research in modeling, metavisualization, and the philosophy of science, the study outlines a pedagogical framework that foregrounds students’ engagement with abstract representations through guided cognitive scaffolds and technological visualizations. By analyzing the interplay between symbolic, graphical, and spatial representations, the paper identifies critical affordances of tools such as VESTA and Jmol in mediating learner understanding. The contribution of this work lies in offering a coherent theoretical synthesis and a practical instructional model for educators seeking to foster representational competence and epistemic agency in domains characterized by high degrees of abstraction. The approach has broader implications for curriculum design and instructional strategies across fields where scientific knowledge is inferential, data-driven, and heavily mediated by representation.
Konstantinos Τ. Kotsis (Thu,) studied this question.