Students’ struggle with learning concepts in chemistry has long been known by chemistry educators (Adadan, Trundle & Irving, 2010; Derman & Eilks, 2016; Derman & Ebenezer, 2020). Some explanations as to why this may be the case include: a) Some concepts of chemistry are abstract concepts that learners do not encounter in their daily lives (Taber, 2008; Taber & Coll, 2002), b) In order to solve problems of chemistry, students need to work with many different concepts and data simultaneously (Johnstone, 2010; Plass, Moreno & Bruenken, 2010), c) Success in chemistry requires thinking and making conversions between macroscopic, particulate (also called microscopic, molecular or submicroscopic) and symbolic level representations (Adadan, 2013; Gabel, 1994; Johnstone, 2006; Johnstone, 2010; Derman & Ebenezer, 2020).