The role of visuospatial thinking in students’ predictions of molecular geometry

Kiernan, Nicola A.; Manches, Andrew; Seery, Michael K.

doi:10.1039/d0rp00354a

Cited by 25 publications

(28 citation statements)

References 47 publications

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“…They were observed trying to imagine and analyze each atom contained in a molecule before carrying out the reflection process, an indication that the students developed their spatial visualization skills as a result of interpreting representations of molecular shapes. This is in accordance with research by [45,68], which explained that the analytic strategy focuses on details, where the object being manipulated is seen part by part, so it takes more time to complete. Analytical strategies have also been thought to help reduce students' cognitive load through the application of rules and heuristics to spatial tasks [69].…”

Section: Spatial Visualizationsupporting

confidence: 90%

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Analysing Students’ Spatial Abilities in Chemistry Learning Using 3D Virtual Representation

2021

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Students often have difficulty understanding abstract concepts in chemistry and a low spatial ability, especially in visualizing intermolecular interactions at the submicroscopic level. Therefore, this study aims to analyze the spatial ability of students by using a 3D virtual representation as they study the curriculum topic of molecular geometry. The research was conducted with 13 male and 23 female year 10 secondary students in Jakarta, Indonesia. A qualitative methodology was employed to analyze students’ spatial abilities while they undertook learning activities using 3D virtual representation. Data collection included a spatial assessment, a quiz about prior knowledge, student worksheets, interviews, observation sheets, reflective journals, and a molecular geometry test. Learning was carried out in three stages; engage, explore, and explain. The results of the research show that students’ ability in spatial orientation is low whereas their ability in spatial relationships that involve using mental manipulation and rotation of 2D or 3D objects is more developed. Students employ this approach to develop their understanding of molecular geometry.

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Section: Spatial Visualizationsupporting

confidence: 90%

“…Students who are considered to have low spatial skills can be disadvantaged and have the potential to lose motivation to study atomic structures. Therefore, teachers need to design the best way to support students' use of various modalities and related reasoning strategies in chemistry classrooms [45].…”

Section: Spatial Abilitymentioning

confidence: 99%

Analysing Students’ Spatial Abilities in Chemistry Learning Using 3D Virtual Representation

2021

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“…Therefore, the visuospatial dimension to I-VR is a key factor in the learning experience (Kiernan et al . 2021 ).…”

Section: Resultsmentioning

confidence: 99%

Developing student codesigned immersive virtual reality simulations for teaching of challenging concepts in molecular and cellular biology

Reen

Jump

McEvoy

et al. 2022

FEMS Microbiology Letters

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Molecular biology theory represents a critical scaffold which underpins multiple disciplines within life sciences education. However, it is well documented that undergraduate students can struggle to achieve deeper understanding of key concepts and/or their application. One challenging, contributory aspect is the “invisible” nature of molecular biology processes compounded by critical three-dimensional spatial orientations of the principal components and their interactions. Molecular theory specifically requires students to construct accurate, mental spatial models to develop their understanding. However much of the traditional teaching and examination of such theory is limited to two-dimensional representations. Technology-enhanced, complementary teaching and examination approaches, which engage students with spatial aspects of theoretical concepts, offer an exciting opportunity to support student learning in this area. In this study we have explored the integration of an immersive virtual reality simulation based on a challenging molecular biology concept within an existing module taught at University College Cork. A mixed methods approach, grounded in learning theory, was undertaken to assess the student user and learning experience. The consensus response from students was one of enhanced learning, understanding, engagement, and motivation. Student partnership in the process of simulation design and integration was key to delivering the fully integrated experience.

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“…(4) The active site opens up. (5) The product (bent straw) dissociates. The students simulate the lag or reset time before a new reaction starts by performing a physical action (standing up from their desk and then sitting back down) before the process can begin again.…”

Section: Enzyme-action Modelmentioning

confidence: 96%

Two Active Learning Models of Protein Dynamics for Use in Undergraduate Biochemistry Courses

Theisen

2022

J. Chem. Educ.

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Dynamic biochemical processes are often difficult for students to grasp in the classroom using static images or models, or even through watching simulation videos. This is particularly true for protein-folding and enzyme catalysis, two key biochemistry concepts. The author has developed and tested two 3D, dynamic, and interactive classroom models, one for protein-folding using interlocking building blocks, and one for enzyme catalysis using modeling clay. Presented here are the design and classroom implementation of the models, as well as student assessment data and feedback. Following classroom instruction, which includes the models, students show understanding of the learning objectives based on exam scores.

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The role of visuospatial thinking in students’ predictions of molecular geometry

Abstract: Visuospatial thinking is considered crucial for understanding of three-dimensional spatial concepts in STEM disciplines. Despite their importance, little is known about the underlying cognitive processing required to spatially reason and...

Cited by 25 publications

References 47 publications

Analysing Students’ Spatial Abilities in Chemistry Learning Using 3D Virtual Representation

Analysing Students’ Spatial Abilities in Chemistry Learning Using 3D Virtual Representation

Developing student codesigned immersive virtual reality simulations for teaching of challenging concepts in molecular and cellular biology

Two Active Learning Models of Protein Dynamics for Use in Undergraduate Biochemistry Courses

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