09 SES 04.5 PS, General Poster Session
General Poster Session
Chemistry is an important subject of science, but a lot of students feel difficulty to learn chemistry since the abstract concepts and submicro representations (Gilbert & Treagust, 2009; Tsaparlis, Kolioulis, & Pappa, 2010; Liu et al., 2015), especially in learning chemical structural formulas. In our previous studies, we found that many students could not recognize 2D and 3D chemical structural formulas because of failing to using mental rotation (Korakakis, Pavlatou, Palyvos, & Spyrellis, 2009; Mayer, 2001; Wu, Krajcik, & Soloway, 2001; Huang & Liu, 2014). Past researchers have mentioned that mental rotation affects the identification of chemical structural formulas (Korakakis, Pavlatou, Palyvos, & Spyrellis, 2009; Mayer, 2001; Shubbar, 1990; Wu et al., 2001; Wu, Krajcik, & Soloway, 2001). However, Stieff (2007) reported that high-achieving students could learn chemical structural formulas without employing mental rotation. In this study, we engaged the neuroscience technology to explore the role of mental rotation in learning chemical structural formulas. The students’ initial concepts of chemical structural formulas were determined using a questionnaire, and the interview data were used to explore and double check the strategies they adopted.
Gilbert, J. K., & Treagust, D. (2009). Multiple representations in chemical education. Dordrecht: Springer. Gilbert, J. K., Reiner, M., & Nakhleh, M. (2008). Visualization theory and practice in science education. Dordrecht: Springer. Wu, H. K., & Shah, P. (2004). Exploring visuospatial thinking in chemistry learning. Science Education, 88(3), 465-492.
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