The visualization of spatial transformations in diagrams of molecular structures

Seddon, G. M.; Tariq, Riaz H.; Veiga, J. Dos Santos

doi:10.1080/0140528820040407

Cited by 20 publications

(18 citation statements)

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“…The post-tests for both reflections and rotations were modelled on those already used in previous work by Seddon et al (1982). All the 30 items were of the respective forms illustrated in Fig.…”

Section: Post-testsmentioning

confidence: 99%

“…For example, in order to understand the ideas of three-dimensional symmetry-a recurring theme which pervades many subjects-students should be able to visualise rotations, reflections and inversions. However, Seddon, Tariq & Santos Veiga (1982) have reported the results of an investigation which demonstrated that high proportions (i.e. 17-73%) of very able science students in English sixth-forms and a Portuguese university were unable to perform these tasks satisfactorily on diagrams of molecules.…”

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confidence: 99%

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Factors in the Use of Lap‐dissolve Presentation Methods for Teaching the Visualisation of Spatial Transformations

Seddon

Farra

Jusoh

1984

British Educational Res J

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Two experiments were performed to study the effects of varying the exposure-time and the dissolve-time in the use of a lap-dissolve control unit in presenting programmes intended to teach 14-15-year-old students to visualise the effects of performing reflections and rotations on molecules represented in diagrams. Both experiments employed a two-dimensional design with three levels for each of the two factors. The Rotations Programme was not effective with any of the combinations of exposure-and dissolve-times. The effectiveness of the Reflections Programme showed a significant U-shaped relationship as the exposure-time changed from 5 through 7.5 to 10 seconds. There was no significant effect involving dissolve-time.In all the natural sciences there are topics which require students to visualise the effects of performing spatial operations on three-dimensional structures as represented in diagrams. For example, in order to understand the ideas of three-dimensional symmetry-a recurring theme which pervades many subjects-students should be able to visualise rotations, reflections and inversions. However, Seddon, Tariq & Santos Veiga (1982) have reported the results of an investigation which demonstrated that high proportions (i.e. 17-73%) of very able science students in English sixth-forms and a Portuguese university were unable to perform these tasks satisfactorily on diagrams of molecules. For example, such students were unable to understand that the lower diagrams in Fig. 1 represented the structures in the upper diagrams after rotation about the three Cartesian axes respectively. These results have alarming implications, and it is obviously necessary to devote considerable effort in devising special teaching methods which can be used, either in a remedial way for students in sixth-forms and universities, or as an integral part of lower levels of the curriculum.Two different methods of teaching students to visualise rotations have recently been described by Seddon, Eniaiyeju & Jusoh (1984), who reported successful results with Nigerian students at college and university level. In one method, students were required to observe real models actually rotating, and simultaneously to 189

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Section: Post-testsmentioning

confidence: 99%

mentioning

confidence: 99%

Factors in the Use of Lap‐dissolve Presentation Methods for Teaching the Visualisation of Spatial Transformations

Seddon

Farra

Jusoh

1984

British Educational Res J

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“…This was a criterion-referenced test which, with modifications, was based on that originally developed by Seddon et al (1982). The modifications took the form of a simpler and more suitable wording of the questions for these younger students.…”

Section: The Post-testmentioning

confidence: 99%

“…In a previous paper, Seddon et al (1982) reported the results of an investigation concerning the ability of students to perform certain spatial operations which are essential to many courses in science and technology, i.e. visualizing how diagrams should be drawn to represent the effects of performing rotations, reflections and inversions on three-dimensional structures such as molecules.…”

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confidence: 99%

An unexpected effect in the use of models for teaching the visualization of rotation in molecular structures

Seddon

Moore

1986

European Journal of Science Education

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“…The post-tests for both reflections and rotations were modelled on those already used in previous work by Seddon et al (1982). All the items were of the respective forms illustrated in Figure 3.…”

Section: Post-testsmentioning

confidence: 99%

The Transferability of Two Pictorial Scientific Tasks Between Different Spatial Dimensions

Seddon

Tariq

Veiga

1984

Brit J of Edu Psychol

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Summary. Students in Cape Verde and Pakistan worked through different versions of two instructional programmes intended to teach the visualisation of reflection or rotation respectively in diagrams of three‐dimensional structures. The three versions of the Reflections Programme were concerned respectively with reflections across a different Cartesian plane; the three versions of the Rotations Programme were concerned respectively with rotations about a different Cartesian axis. The results on a post‐test indicated that all six programmes were successful on teaching the particular task in connection with the Cartesian plane or axis in which it had specialised. However, none of the programmes was successful in bringing about any learning to reflect across a different plane, or to rotate about a different axis.

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The visualization of spatial transformations in diagrams of molecular structures

Cited by 20 publications

References 1 publication

Factors in the Use of Lap‐dissolve Presentation Methods for Teaching the Visualisation of Spatial Transformations

Factors in the Use of Lap‐dissolve Presentation Methods for Teaching the Visualisation of Spatial Transformations

An unexpected effect in the use of models for teaching the visualization of rotation in molecular structures

The Transferability of Two Pictorial Scientific Tasks Between Different Spatial Dimensions

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