Electrostatic potential maps (EPMs) allow for representation of key molecularlevel information in a relatively simple and inexpensive format. As these visualizations become more prevalent in instruction, it is important to determine how students are exposed to them and supported in their use. A systematic review of current general and organic chemistry textbooks (N = 45) determined how frequently EPMs were presented in texts, how well distributed EPMs were across chapters, whether EPMs were included in end-ofchapter problems, and the types of conceptual instructional support provided to students when first exposed to them. Analysis demonstrated great variance in the use of EPMs. Most, but not all, textbooks presented at least one image, yet the prevalence and integration across texts varied greatly, owing in part to content differences between general and organic texts. Many texts provided minimal conceptual support and did not include EPMs in end-of-chapter problem sets. Overall, little consensus emerged as to how often EPMs should be used, and the sorts of instructional supports or student practice offered to scaffold the use of EPMs. These findings suggest a need for examining the supports that foster effective comprehension and use of EPMs, and more generally, obtaining data that inform the design and implementation of emerging instructional supports.
This pilot study examined students’ use of ball-and-stick
images versus electrostatic potential maps when asked questions about
electron density, positive charge, proton attack, and hydroxide attack
with six different molecules (two alcohols, two carboxylic acids,
and two hydroxycarboxylic acids). Students’ viewing of these
dual images was measured by monitoring eye fixations of the students
while they read and answered questions. Results showed that students
spent significantly more time with the ball-and-stick image when asked
questions about proton or hydroxide attack, but equal time on the
images when asked about electron density or positive charge. When
comparing accuracy and time spent on the images, students who spent
more time on the ball-and-stick when asked about positive charge were
less likely to be correct, while those who spent more time with the
potential map were more likely to be correct. The paper serves to
introduce readers to eye-tracker data and calls for replication with
a larger subject pool and for the inclusion of eye tracking as a chemical
education research tool.
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