Perceptions of chemistry: Why is the common perception of chemistry, the most visual of sciences, so distorted?

Habraken, Clarisse L.

doi:10.1007/bf01575303

Cited by 58 publications

(53 citation statements)

References 18 publications

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“…Perhaps more than any other science domain, the chemical sciences have garnered strong advocates for the use of visualization strategies and visualization tools based on the simple assumption that visualization is critical because the molecular world is three-dimensional (Habraken, 1996). We seek to develop a theoretical framework to replace this assumption regarding the use of visualization tools for the chemical sciences that is motivated by principles and research from cognitive science and the larger science education community.…”

Section: Towards a Theory Of Effective Visualization Usementioning

confidence: 97%

“…Although such tools exist for most sciences, chemists and biologists have been among the strongest advocates for visualization tools because their disciplines require the conception of multiple, complex three-dimensional spatial relationships both within and between molecular structures. Repeatedly, instructors find that their students have great difficulty understanding these relationships in these domains, which many novel visualization tools aim to make more comprehensible (Copolo & Hounshell, 1995;Habraken, 1996;Wu, Krajcik, & Soloway, 2001).…”

Section: Introductionmentioning

confidence: 99%

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Teaching and Learning with Three-dimensional Representations

Stieff

Bateman

Uttal

2005

Visualization in Science Education

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Abstract.Computer-based visualizations play a profoundly important role in chemistry instruction. In this chapter, we review the role of visualization tools and possible ways in which they may influence thinking about chemistry. There are now several visualization systems available that allow students to manipulate important variables in obtain a solution to a scientific problem. We discuss the fundamental differences between these tools, and we emphasize the use of each within the context of constructivist curricula and pedagogies. We also consider the impact such tools may have on visuo-spatial thinking. We suggest that although visuo-spatial ability may be important in visualization use, its role has at times been overemphasized. We argue for a more nuanced, richer understanding of the many ways in which visuo-

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Section: Towards a Theory Of Effective Visualization Usementioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Teaching and Learning with Three-dimensional Representations

Stieff

Bateman

Uttal

2005

Visualization in Science Education

View full text Add to dashboard Cite

show abstract

“…These chemical representations spatially present the imagery of particles and their geometrical shape in two dimensions and compose a spatial language (Balaban, 1999;Habraken, 1996;Nye, 1993). They present information that may not be easily understood otherwise (Larkin & Simon, 1987) and allow chemists to think visually and convey information efficiently through a form of visual display.…”

Section: Introductionmentioning

confidence: 99%

Exploring visuospatial thinking in chemistry learning

2004

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ABSTRACT:In this article, we examine the role of visuospatial cognition in chemistry learning. We review three related kinds of literature: correlational studies of spatial abilities and chemistry learning, students' conceptual errors and difficulties understanding visual representations, and visualization tools that have been designed to help overcome these limitations. On the basis of our review, we conclude that visuospatial abilities and more general reasoning skills are relevant to chemistry learning, some of students' conceptual errors in chemistry are due to difficulties in operating on the internal and external visuospatial representations, and some visualization tools have been effective in helping students overcome the kinds of conceptual errors that may arise through difficulties in using visuospatial representations. To help students understand chemistry concepts and develop representational skills through supporting their visuospatial thinking, we suggest five principles for designing chemistry visualization tools: (1) providing multiple representations and descriptions, (2) making linked referential connections visible, (3) presenting the dynamic and interactive nature of chemistry, (4) promoting the transformation between 2D and 3D, and (5) reducing cognitive load by making information explicit and integrating information for students.

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“…A Química evoluiu de um conhecimento profundamente baseado em linguagem algébrica e verbal para uma linguagem pictórica internacional, onde a percepção sobre o universo de partículas atômicas, moleculares e supramoleculares depende de memória visual, imaginação visual e processamento mental de informações visuais [HABRAKEN, 1996].…”

Section: -O Ensino De Química E a Sociedadeunclassified

“…Este número tem uma tendência clara de queda na década analisada, e segue uma tendência mundial [HABRAKEN, 1996].…”

Section: Anounclassified

Desenvolvimento de um ambiente virtual para estudo sobre representação estrutural em química

Silva¹

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Perceptions of chemistry: Why is the common perception of chemistry, the most visual of sciences, so distorted?

Cited by 58 publications

References 18 publications

Teaching and Learning with Three-dimensional Representations

Teaching and Learning with Three-dimensional Representations

Exploring visuospatial thinking in chemistry learning

Desenvolvimento de um ambiente virtual para estudo sobre representação estrutural em química

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