The author at the above-mentioned college in the Department of Chemistry tried an innovation in Chemistry Education. “ Chemical Bonding” was taught in Honours as well as General Chemistry class in two stages. First it was taught with the help of chalk duster and lecture. In the second stage, it was taught also with the help of multimedia presentation.

Chemistry as a field of science is inherently representational at the macroscopic, molecular, symbolic, and graphical level. Learning chemistry requires the ability to integrate these different representations, and to visualize, conceptualise, and solve problems. Many students have trouble making logical connections among the different representations and integrating them with underlying chemical concepts and principles. Resources for the multimedia presentation was obtained from the web.

At the end of the sessions, student feedback was taken ( attitudinal survey). There was a marked attitudinal difference: · Student-teacher interaction increased · Students asked more questions · Students who generally slept away in the class were enthusiastic over the topic · They started enjoying chemistry · Concepts became clearer.

3-D movies showing surface of constant electron density were appreciated, as they cannot be visualised by lecture method alone.

In a nutshell the student community visualised the chemical bonds in a much better way thus creating an increase in the general understanding of chemistry. The goal of this study was to examine how technology can be used judiciously to improve student learning, beyond conventional lecture –recitation courses.