Students' Understanding of Molecular Structure Representations

Autor/inn/en	Ferk, Vesna; Vrtacnik, Margareta; Blejec, Andrej; Gril, Alenka
Titel	Students' Understanding of Molecular Structure Representations
Quelle	In: International Journal of Science Education, 25 (2003) 10, S.1227-1245 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Age Differences; Molecular Structure; Chemistry; Science Instruction; Adolescents; Secondary School Students; Elementary School Students; College Students; College Science; Secondary School Science; Elementary School Science; Scientific Concepts; Correlation; Spatial Ability; Visual Literacy; Foreign Countries; Models; Comprehension; Slovenia + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Collegestudent; Korrelation; Räumliches Vorstellungsvermögen; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Ausland; Analogiemodell; Verstehen; Verständnis; Slowenien
Abstract	The purpose of the investigation was to determine the meanings attached by students to the different kinds of molecular structure representations used in chemistry teaching. The students (n = 124) were from primary (aged 13-14 years) and secondary (aged 17-18 years) schools and a university (aged 21-25 years). A computerised "Chemical Visualisation Test" was developed and applied. The research indicates that students' appreciation of three-dimensional molecular structures differs according to the kind of representation used. The best results were achieved with the use of concrete, and pseudo-concrete types of representations (e.g. three-dimensional models, their photographs, computer-generated models). However, the use of more abstract types (e.g. schematic representations, stereochemical formula) was less effective. A correlation between students' results on the Chemical Visualisation Test and their educational level, spatial visualisation, and spatial relations skills was shown statistically, but no statistically significant gender differences were observed. (Contains 2 tables, 8 figures and 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10