Representational Translation With Concrete Models in Organic Chemistry

• Published in: Cognition and instruction Vol. 30; no. 4; pp. 404 - 434
• Main Authors: Stull, Andrew T., Hegarty, Mary, Dixon, Bonnie, Stieff, Mike
• Format: Journal Article
• Language: English
• Published: Philadelphia Taylor & Francis Group 01.10.2012; Routledge; Taylor & Francis Ltd
• Subjects: Atoms; Chemical bonding; Cognition; Cognitive ability; Cognitive models; Cognitive Processes; College Students; Control Groups; Diagrams; Direct Instruction; Group Dynamics; Instructional design; Learning; Mental rotation; Molecular Structure; Molecules; Organic Chemistry; Predictor Variables; Science Instruction; Scoring; Spatial Ability; Spatial models; Statistical Analysis; Students; Task Analysis; Three dimensional modeling
• ISSN: 0737-0008; 1532-690X
• DOI: 10.1080/07370008.2012.719956

In representation-rich domains such as organic chemistry, students must be facile and accurate when translating between different 2D representations, such as diagrams. We hypothesized that translating between organic chemistry diagrams would be more accurate when concrete models were used because difficult mental processes could be augmented by external actions on the models. In three studies, the task was to translate between different diagrams of molecules with or without a model. The model groups outperformed control groups, and students who received and used models outperformed those who received but did not use models. Uses of the model suggested that participants were performing external actions to support or replace difficult mental spatial processes. Spatial ability was a much weaker predictor of performance than model use. Results suggest that concrete molecular models can be an effective learning tool but some students need direct instruction to be able to take advantage of models.