Exploring visuospatial thinking in chemistry learning

Abstract

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.

Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

“…When studying biochemistry, I often draw diagrams for myself. The items marked * (7,9,12,14,16,17,18,19,20, and 21) were either reverse-phrased or described a less positive attitude toward images (*) and so they were reverse scored. Principle component analysis identified five components in the data with eigenvalues greater than Kaiser's criterion of 1.…”

“…We have little substantive information about how specific images work in producing ''useful mental models'' [6][7][8][9] and it has been argued that graphics are not always appropriate and could actually interfere with development of mental models [10]. Even in sciences with welldefined visual ''conventions'' such as chemistry and physics, the interpretation of images is known to be cognitively demanding, leading to misinterpretation and incorrect reasoning [11,12].…”

Tonal interface to MacroMolecules (TIMMol)

“…Implementation of the graphical interface was based on a tutorial in The Perl Journal [18,19]. With these tools, we constructed software that depicts data with linked text, graphical, and audio representations [3].…”

“…However, these skills are an integral component of understanding in many fields, including geology [2], chemistry [3], engineering [4], and increasingly in biochemistry [5]. Graphics-based molecular visualization programs such as DeepView, Rasmol, and Protein Explorer improve student understanding of spatial concepts [6][7][8][9].…”

“…In designing Tonal Interface to MacroMolecules (TIMMol), 1 we were aided by an illustrative review by Wu and Shah that outlined fundamental features of chemical visualization software [3]. These features include providing multiple representations and descriptions, making linked referential connections visible, promoting transformation between two-dimensional and three-dimensional representations, and reducing the cognitive load by making information explicit and integrating information for students [3]. These features were carefully incorporated into the basic design and key features of TIMMol, as described in detail throughout this text.…”