The Picture Is Not the Point: Toward Using Representations as Models for Making Sense of Phenomena

Abstract

Organic chemistry students are routinely bombarded with an array of specialized representations (e.g., electron-pushing mechanisms, Newman projections, chair conformations). For practicing chemists, the purpose of representing aspects of a system is to enable prediction or explanation of phenomena. For students, the purpose of drawing and translating between representations is often much less clear. Commonly, “draw the thing” is treated as the end-goal of instruction and assessment. We agree with a chorus of science education scholars that learning science should not be materially different from doing science. With respect to representations, that means that students should use representations for the purpose of attending to and visualizing the components of a system salient to a productive explanation or prediction. Here, we encourage the community to reflect on how and why representations are integrated into their organic chemistry courses. Are drawing and translating between representations treated as ends unto themselves, or are they part of an ensemble of activities directed at understanding why phenomena unfold as they do? We are hopeful that the conversations this commentary provokes help us move toward using representations as models for sensemaking.

How ordering concrete and abstract representations in intermolecular force chemistry tasks influences students’ thought processes on the location of dipole–dipole interactions

“…Nevertheless, the practice of chemistry is more than just the ability to decipher representations. Representations are used to simplify systems to understand the reasons behind phenomena (Stowe and Esselman, 2023). Therefore, the end goal is for students to know when to use representations that provide relevant information to the task (Gouvea and Passmore, 2017).…”

Integrating Computational Chemistry into Secondary School Lessons

“…Computational chemistry can enhance the learning experience in different branches of chemistry. − In our exploration of organic chemistry, we prioritized two key topics that can be effectively illustrated through computational means: isomer stability and the visualization of electrostatic potential maps of organic molecules. A deep understanding of isomer stability is pivotal for grasping organic reaction mechanisms.…”

“…To sum it up, even courses with no primary focus on quantum chemistry, such as organic chemistry or chemical engineering, can benefit from easily accessible computational methods and resources, ,− such as the WebMO app, CalcUS platform, or a comprehensible eChem guidebook . Implementation of the CC approach can tackle common misconceptions the students may have about molecular shapes and orbitals …”

Using Stop Motion Animations to Activate and Analyze High School Students’ Intuitive Resources about Reaction Mechanisms

“…studied in chemistry are not visible, the use of models is inevitable. However, it is well-known that the translation of representations, especially abstract formulas, and signs, is difficult for students and may hinder productive learning [55,56]. The use of spatial three-dimensional models may thus be helpful, especially when the models are self-made [57].…”