Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content-based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three-way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.

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What happens to the atoms or molecules of a substance when it undergoes a chemical or physical change? How are the changes in matter that you see in the laboratory (or in everyday life!) related to the theoretical models taught in chemistry class? Understanding chemistry involves being able to answer these questions. For students taking their first chemistry course, it is particularly important that this information be conveyed as clearly and concisely as possible.Dynamic Visualization in Chemistry consists of four multimedia presentations.