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An Exploration of Spatial Visualization Skills: Investigating Students' Use of 3D Models in Science Problems during Think-Aloud Interviews

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Title: An Exploration of Spatial Visualization Skills: Investigating Students' Use of 3D Models in Science Problems during Think-Aloud Interviews
Language: English
Authors: Sarah N. Abdo (ORCID 0009-0005-9124-4311), Jeremy L. Hsu, Constantine Kapetanakis, Dina L. Newman, L. Kate Wright, Jennifer Bailey
Source: Journal of Chemical Education. 2024 101(9):3624-3634.
Availability: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Models, Visual Aids, Concept Formation, Molecular Structure, Undergraduate Students, Engineering Education, Science Education, Comprehension, Geometric Concepts, Spatial Ability
DOI: 10.1021/acs.jchemed.3c01355
ISSN: 0021-9584
1938-1328
Abstract: Effective spatial visualization and reasoning skills are often credited for students' success in science and engineering courses. However, students enrolled in these science courses are not always exposed to or trained properly on the best ways to utilize models to aid in their learning. Improving spatial visualization techniques with 3D models, such as molecular and DNA modeling kits, is often suggested to facilitate students' ability to conceptualize compounds in two and three dimensions. Here, we investigate what techniques students use to conceptualize 2D representations of various biomolecules with the use of 3D models by interviewing undergraduate students from various natural science and engineering disciplines in task-based, think-aloud sessions. After scoring and analyzing the participant data we explored some of the techniques used among successful scoring participants, including the use of informal models to transition between 2D and 3D. Additional techniques used by students who were able to successfully conceptualize 3D images included starting with smaller, granular details to inductively make conclusions when thinking between two and three dimensions. We find that (1) students who anchor their thinking in 3D models show a deeper level of understanding in initially solving science problems successfully, and (2) proper 3D model use and spatial visualization techniques may improve students' abilities to accurately visualize 2D and 3D representations of molecules in science courses. Our results demonstrate that implementing spatial visualization training to teach students how to effectively use 3D models may improve students' problem-solving techniques in science curricula.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1439015
Database: ERIC
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  Data: An Exploration of Spatial Visualization Skills: Investigating Students' Use of 3D Models in Science Problems during Think-Aloud Interviews
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  Data: <searchLink fieldCode="AR" term="%22Sarah+N%2E+Abdo%22">Sarah N. Abdo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-9124-4311">0009-0005-9124-4311</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeremy+L%2E+Hsu%22">Jeremy L. Hsu</searchLink><br /><searchLink fieldCode="AR" term="%22Constantine+Kapetanakis%22">Constantine Kapetanakis</searchLink><br /><searchLink fieldCode="AR" term="%22Dina+L%2E+Newman%22">Dina L. Newman</searchLink><br /><searchLink fieldCode="AR" term="%22L%2E+Kate+Wright%22">L. Kate Wright</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Bailey%22">Jennifer Bailey</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. 2024 101(9):3624-3634.
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  Data: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: 10.1021/acs.jchemed.3c01355
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  Data: Effective spatial visualization and reasoning skills are often credited for students' success in science and engineering courses. However, students enrolled in these science courses are not always exposed to or trained properly on the best ways to utilize models to aid in their learning. Improving spatial visualization techniques with 3D models, such as molecular and DNA modeling kits, is often suggested to facilitate students' ability to conceptualize compounds in two and three dimensions. Here, we investigate what techniques students use to conceptualize 2D representations of various biomolecules with the use of 3D models by interviewing undergraduate students from various natural science and engineering disciplines in task-based, think-aloud sessions. After scoring and analyzing the participant data we explored some of the techniques used among successful scoring participants, including the use of informal models to transition between 2D and 3D. Additional techniques used by students who were able to successfully conceptualize 3D images included starting with smaller, granular details to inductively make conclusions when thinking between two and three dimensions. We find that (1) students who anchor their thinking in 3D models show a deeper level of understanding in initially solving science problems successfully, and (2) proper 3D model use and spatial visualization techniques may improve students' abilities to accurately visualize 2D and 3D representations of molecules in science courses. Our results demonstrate that implementing spatial visualization training to teach students how to effectively use 3D models may improve students' problem-solving techniques in science curricula.
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      – SubjectFull: Visual Aids
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      – SubjectFull: Concept Formation
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      – SubjectFull: Spatial Ability
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