Spatial Perception Skills of Chemistry Students

Coleman, Sharon L.; Gotch, Albert J.

doi:10.1021/ed075p206

Cited by 74 publications

(58 citation statements)

References 8 publications

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“…Traditionally, many researchers have cited a student's inability to visualize the three-dimensional structure embedded in two-dimensional representations as the primary barrier to learning. Although some have suggested that the barrier results from the total amount of information that each particular representation contains (Keig & Rubba, 1993;Kozma et al, 2000;Stieff & Wilensky, 2003), most researchers have repeatedly emphasized that it is the spatial information, in particular, embedded within each representation that confuses students (Bodner & Guay, 1997;Brownlow & Miderski, 2001;Carter, LaRussa, & Bodner, 1987;Coleman & Gotch, 1998). The latter group of researchers emphasizes that the threedimensional structure of a molecule plays a large role in the molecule's properties and reactivity, and they suggest that students must stay mindful of these features in order to understand and complete most chemistry tasks.…”

Section: Principle 2: Investigate the Role And Efficacy Of Visualizatmentioning

confidence: 99%

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: Principle 2: Investigate the Role And Efficacy Of Visualizatmentioning

confidence: 99%

Teaching and Learning with Three-dimensional Representations

Stieff

Bateman

Uttal

2005

Visualization in Science Education

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“…The ability to seamlessly transition between physical models and mental models is important to student success. This ability is most commonly referred to as spatial ability or reasoning (Coleman & Gotch, 1998;Harle & Towns, 2011;Suits & Sanger, 2013).…”

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confidence: 99%

Augmented Reality Chemistry: Transforming 2-D Molecular Representations into Interactive 3-D Structures

Behmke

Kerven

Lutz

et al. 2018

stem

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Spatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps can use the camera on a smartphone to turn 2-D paper-based molecular models into 3-D models the user can manipulate. This paper will discuss the development, implementation, and assessment of an augmented reality app that transforms 2-D molecular representations into interactive 3-D structures. AbstractSpatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps can use the camera on a smartphone to turn 2-D paper-based molecular models into 3-D models the user can manipulate. This paper will discuss the development, implementation, and assessment of an augmented reality app that transforms 2-D molecular representations into interactive 3-D structures.

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“…(Sawyer, 2014, p. 5) www.crossingtheborder.com.np ese points highlight the important role of the spatial in authentic situated practice, particularly in STEM subjects. Furthermore, several studies have already established the correlation between spatial skills and success in a variety of STEM disciplines (Hegarty et al, 2010) such as chemistry (Coleman & Gotch, 1998), engineering (Peters, Chisholm, & Laeng, 1995;Sorby, 2001), geology (Orion, Ben-Chaim, & Kali, 1997), mathematics (Casey, Nuttall, & Pezaris, 1997), physics (Kozhevnikov, Motes, & Hegarty, 2007) and medicine (Keehner et al, 2004;Schueneman, Pickleman, Hesslein, & Freeark, 1984), so spatial thinking is relevant in preparing students for careers in these elds.…”

Section: Spatial Thinking and Learning As Interdisciplinarymentioning

confidence: 99%

Transform Spatial: Making the Case for Spatial Thinking in Higher Education

Lowry¹

2017

Crossing the Border: Int. J. Interdiscip. Stud.

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ABSTRACTis white paper argues in favor of an interdisciplinary approach to curriculum design that places greater emphasis on spatial thinking in order to prepare students in higher education for life and careers in the 21st century. While part one of the paper outlines and supports various claims regarding spatial thinking, the second part of the paper proposes an intervention, and introduces the transformed curriculum of a compulsory rst-year composition course that emphasizes spatial thinking and experiential learning.

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Spatial Perception Skills of Chemistry Students

Cited by 74 publications

References 8 publications

Teaching and Learning with Three-dimensional Representations

Teaching and Learning with Three-dimensional Representations

Augmented Reality Chemistry: Transforming 2-D Molecular Representations into Interactive 3-D Structures

Transform Spatial: Making the Case for Spatial Thinking in Higher Education

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