The Understanding of Pictorial Depth Cues, and the Ability to Visualise the Rotation of Three‐dimensional Structures in Diagrams

Seddon, G. M.; Eniaiyeju, P. A.

doi:10.1080/0263514860040104

Cited by 18 publications

(15 citation statements)

References 9 publications

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“…and Seddon and Eniaiyeju (1986) found that subjects should correctly respond to four such cues to fully understand three-dimensional diagrams. These are" line foreshortening, changing values of angles, relative sizes of parts, and the occlusion of parts by others.…”

Section: Visualization In Three Dimensionsmentioning

confidence: 98%

Learning from maps and diagrams

1991

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Section: Visualization In Three Dimensionsmentioning

confidence: 98%

Learning from maps and diagrams

1991

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“…Seddon, Shubbar, and their colleages (Seddon & Eniaiyeju, 1986;Seddon, Eniaiyeju, & Chia, 1985;Seddon & Shubber, 1985;Shubbar, 1990) examined how the four depth cues (i.e., the foreshortening of lines, the relative sizes of different parts of the structure, the representations of angles, and the extent to which different parts of the diagram overlap) of 2D molecular structures influenced students' mental rotation of them. They found that students needed to respond correctly to all four depth cues in order to visualize the effects of performing rotations.…”

Section: Difficulties In Translating and Transforming Representationsmentioning

confidence: 99%

Exploring visuospatial thinking in chemistry learning

2004

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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.

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“…Students' thinking, on the other hand, is heavily influenced by sensory information that they are able to experience. Also, students are often not able to translate one given representation into another due to their limited conceptual knowledge and poor visual-spatial ability (Keig and Rubba 1993;Seddon and Eniaiyeju 1986).…”

Section: Levels Of Representationmentioning

confidence: 99%

An Evaluation of a Teaching Intervention to Promote Students’ Ability to Use Multiple Levels of Representation When Describing and Explaining Chemical Reactions

2007

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Students are generally known to memorise and regurgitate chemical equations without sufficient understanding of the changes that occur at the particulate level. In addition, they often fail to recognise the significance of the symbols and formulas that are used to represent chemical reactions. This article describes an evaluation of the ability of 65 Grade 9 students (15-16 years old) from a Singapore secondary school to describe and explain seven types of chemical reactions using macroscopic, submicroscopic and symbolic representations. The study was conducted over nine months using a supplementary teaching program with particular emphasis on the use of multiple levels of representation to describe and explain chemical reactions. Students' proficiency in the use of multiple levels of representation was assessed at the end of the course using a two-tier multiple-choice diagnostic instrument that was previously developed by the authors. In order to evaluate the efficacy of the instructional program, the instrument was also administered to another group of 76 students who were not involved in the supplementary instructional program. The efficacy of the program was evident from the significantly improved scores on the diagnostic instrument of the former group of students. In addition, several student conceptions in the use of multiple levels of representation were identified that could assist teachers in their planning and implementation of classroom instruction.Keywords Chemical reactions . Macroscopic, submicroscopic and symbolic representations . Student conceptions Students' ability to use the macroscopic, submicroscopic and symbolic representations is essential for understanding several chemistry concepts and phenomena. Research has Res Sci Educ (

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The Understanding of Pictorial Depth Cues, and the Ability to Visualise the Rotation of Three‐dimensional Structures in Diagrams

Cited by 18 publications

References 9 publications

Learning from maps and diagrams

Learning from maps and diagrams

Exploring visuospatial thinking in chemistry learning

An Evaluation of a Teaching Intervention to Promote Students’ Ability to Use Multiple Levels of Representation When Describing and Explaining Chemical Reactions

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