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

• Sarah N. Abdo ^[2] ; Jeremy L. Hsu ^[3] ; Constantine Kapetanakis ^[1] ; Dina L. Newman ^[4] ; L. Kate Wright ^[4] ; Jennifer Bailey ^[5]
  1. [1] Rowan University

     Rowan University

     Borough of Glassboro, Estados Unidos

     
  2. [2] College of Liberal Arts and Sciences, United States
  3. [3] Schmid College of Science and Technology, United States
  4. [4] Thomas H. Gosnell School of Life Sciences, United States
  5. [5] Kate Gleason College of Engineering, United States

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 9, 2024, págs. 3624-3634
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.