Physical Models That Provide Guidance in Visualization Deconstruction in an Inorganic Context

Schiltz, Holly K.; Oliver-Hoyo, María T.

doi:10.1021/ed200540p

Cited by 13 publications

(24 citation statements)

References 18 publications

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“…Molecular concrete media is a learning medium used to visualize abstract molecular shape concepts. The use of concrete media in science such as physics (Zacharia & Olympiou, 2011) and chemistry (Niece, 2019;Scalfani & Vaid, 2014;Holly K. Schiltz & Oliver-Hoyo, 2012;Holly Kristine Schiltz, 2015;Wu, Krajcik, & Soloway, 2001;Wu & Shah, 2004) can be used by users to visualize the movement of three-dimensional objects after being manipulated. The concrete medium of molecular shape follows the ball-and-stick model because it can represent three-dimensional objects well and can show the number of bonds, bond lengths, and bond angles of a molecule.…”

Section: Results and Discussion Concrete Mediamentioning

confidence: 99%

“…The development of technology does not directly replace the role of concrete media into virtual media. Recent research uses concrete media as a catalyst in understanding three-dimensional object material (Abraham et al, 2010;Niece, 2019;Scalfani & Vaid, 2014;Holly K. Schiltz & Oliver-Hoyo, 2012;Holly Kristine Schiltz, 2015) because in virtual media there are several deficiencies in displaying three-dimensional objects. Schiltz and Oliver-Hoyo (2012) argue that molecular modeling with virtual media creates distortions to the visualization of the orientation or the user's point of view towards three-dimensional objects.…”

Section: Results and Discussion Concrete Mediamentioning

confidence: 99%

“…Recent research uses concrete media as a catalyst in understanding three-dimensional object material (Abraham et al, 2010;Niece, 2019;Scalfani & Vaid, 2014;Holly K. Schiltz & Oliver-Hoyo, 2012;Holly Kristine Schiltz, 2015) because in virtual media there are several deficiencies in displaying three-dimensional objects. Schiltz and Oliver-Hoyo (2012) argue that molecular modeling with virtual media creates distortions to the visualization of the orientation or the user's point of view towards three-dimensional objects. The user's point of view is essential because visualizing a three-dimensional object from a two-dimensional representation should take into account the position of the observation regarding the shape of the molecule (Kumi et al, 2013).…”

Section: Results and Discussion Concrete Mediamentioning

confidence: 99%

“…The use of concrete media in symmetry learning has been developed by several researchers (see Craig, 1969;Flint, 2011;Fuchigami, Schrandt, & Miessler, 2016;Niece, 2019;Scalfani & Vaid, 2014;Holly K. Schiltz & Oliver-Hoyo, 2012). They agreed that concrete media can be used as a catalyst in understanding and identifying all symmetrical operations on molecular shapes.…”

Section: Results and Discussion Concrete Mediamentioning

confidence: 99%

See 3 more Smart Citations

Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning

Thayban

Habiddin

Utomo

2020

J-PEK

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mastering the topic of symmetry requires a good representational competence to smoothly understand, visualize, and manipulate the movement of three-dimensional objects. This literature study aimed to describe how concrete and virtual media can be utilized in improving students' understanding of the topic. The study implies that the thinking process, cognitive tasks, interactions, mental models, and the completeness features displayed by the two models in identifying all symmetrical operations are the distinguishing factors of the effectiveness of the two formats in affecting students' understanding. The study also implies that the virtual format will contribute to students' understanding better than the concrete format does. However, the empirical study must be explored further to ensure the difference between the two formats.

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Section: Results and Discussion Concrete Mediamentioning

confidence: 99%

Section: Results and Discussion Concrete Mediamentioning

confidence: 99%

Section: Results and Discussion Concrete Mediamentioning

confidence: 99%

Section: Results and Discussion Concrete Mediamentioning

confidence: 99%

See 2 more Smart Citations

Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning

Thayban

Habiddin

Utomo

2020

J-PEK

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“…[7][8][9] Evidence and experience support the hypothesis that this skill is best fostered with active learning exercises using molecular models, computerized modeling software, realtime black/white-board work, and small-group discussion. [10][11][12][13][14][15][16] Exercises that employ self-directed, computer-aided study have also provided an important means for students to develop these skills. [17][18] In the typical curriculum, a heavy, if not exclusive, emphasis is placed on the symmetry of individual molecules, which we will refer to as intramolecular symmetry.…”

Section: Introductionmentioning

confidence: 99%

Computer-Aided Identification of Symmetry Relating Groups of Molecules

Ruiz

Johnstone

2020

J. Chem. Educ.

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Molecular symmetry plays an important role in many areas of chemistry, and students are generally taught to identify intramolecular symmetries at the undergraduate level. Intermolecular symmetry, the symmetry among groups of molecules, is of great importance in topics such as X-ray crystallography, but it receives substantially less attention. Even when familiar with such symmetries as translations, screw rotations, and glide reflections, students rarely obtain the same level of proficiency in identifying these symmetries via inspection as they do with the proper and improper rotations involved in pointgroup symmetry. We describe a tool designed to scaffold the student's ability to mentally manipulate molecules and identify the presence and nature of intermolecular symmetry. The tool consists of an algorithm that the student follows to generate centroids between atoms in putatively symmetry-related molecules. The easily recognized patterns formed by the centroids provide key information about the presence and nature of any intermolecular symmetry relating the molecules. The theoretical basis for the patterns formed by the centroids is provided along with worked examples, an example problem set, and a prescription for generating new exercises.

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Using Augmented Reality as a Powerful and Innovative Technology to Increase Enthusiasm and Enhance Student Learning in Higher Education Chemistry Courses

2021

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The promotion of spatial skills is essential in chemistry education. However, the process of acquiring these skills can be monotonous if learning is limited to the memorization of Newman projections or 3D molecular kits. Existing approaches to learning using visualizing tools require physical models which limit learning activities to within the classroom. Augmented reality (AR) in chemistry education allows students to see actual compound representation in a 3D environment, inspect compounds from multiple viewpoints, and control compounds interaction in real-time in any location. This facilitates the understanding of the spatial relations between compounds. We developed a methodology to use and assess an AR program to teach chemistry to associate degree science students. Figures of small organic molecules together with customized AR cards were used to let students appreciate the complexity of a 3D compound structure by viewing and rotating the depicted compounds. The effectiveness of learning chemistry using AR technology was evaluated. Quantitative questionnaire feedback results from students showed that 87% found that using AR technology for chemistry subjects was an effective teaching method that enhanced their learning, and students were satisfied with the AR educational app and the AR materials used. In a pre- and post-test evaluation of a group activity, students learned better and remembered more information about functional groups and drawings of complicated compounds after using AR technology. On the basis of our results, we can conclude that using AR has a positive impact on enthusiasm and learning in higher education chemistry courses for subdegree students, and this technology should be broadly used as a digital tool to promote active learning during the COVID-19 pandemic.

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Physical Models That Provide Guidance in Visualization Deconstruction in an Inorganic Context

Cited by 13 publications

References 18 publications

Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning

Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning

Computer-Aided Identification of Symmetry Relating Groups of Molecules

Using Augmented Reality as a Powerful and Innovative Technology to Increase Enthusiasm and Enhance Student Learning in Higher Education Chemistry Courses

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