Exploring visuospatial thinking in chemistry learning

By Hsin-Kai Wu, Priti Shah. 2004

662 citations recorded by the source corpus.

Subfields: Automotive Engineering, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/326e29134369eee732988f0f42ac3d3dfbc96043

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In Automotive Engineering

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The tip of the iceberg in organic chemistry classes: how do students deal with the invisible? (2015, background): “These computer-assisted environments can assist students in understanding various representations (among others: Kozma and Russell, 1997; Wu and Shah, 2004; Stieff and Wilensky, 2003).”
A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education (2018, neutral): “Wu and Shah (2004) describe how mentally rotating two-dimensional geometry could be important in chemistry education as students have to do this when identifying polymers.”
Examining the Impact of Student Use of Multiple Modal Representations in Constructing Arguments in Organic Chemistry Laboratory Classes (2010, background): “Drawing on several research studies reporting positive relationships between students’ visual representations and problem-solving skills (Bodner and McMillen 1986 ;C arter et al.1987; Staver and Jacks 1988), Wu and Shah (2004) emphasized the importance of forming, comprehending, and transforming v”
The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works (2015, methodology): “…of visualization, but what we are focusing on with visualization is not on the use of model as a tool for cognitive understanding (Gilbert 2010; Wu and Shah 2004) but the on the process of modeling as a scientific practice which includes the construction and use of models, the use of other…”
Think3d!: Training Spatial Thinking Fundamental to STEM Education (2013, background): “Another key spatial concept in STEM involves 2D to 3D translation (Sorby, 2009a, 2009b; Wu & Shah, 2004).”
Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry (2010, background): “Furthermore, several chemical education researchers have demonstrated that computer animations can help students think about chemical processes on the molecular level (Chang and Quintana 2006; Kelly et al. 2004; Williamson and Abraham 1995; Wu and Shah 2004 ).”
Spatial Thinking and STEM Education. When, Why, and How? (2012, neutral): “…disciplines of science, including biology (Rochford, 1985; Russell-Gebbett, 1985), geology (Eley, 1983; Kali & Orion, 1996; Orion, Ben-Chaim, & Kali, 1997), chemistry (Small & Morton, 1983; Talley, 1973; Wu & Shah, 2004), and physics (Kozhevnikov, Motes, & Hegarty, 2007; Pallrand & Seeber, 1984).”
Opportunities and Challenges for Data Physicalization (2015, neutral): “Physical representations have been widely used in classrooms, for example, to teach basic mathematics [19] and chemistry [77].”
Visualization: A Metacognitive Skill in Science and Science Education (2005, background): “Wu identify several classes of problems in the field of chemistry (Wu & Shah, 2004), of which the most significant are: that whilst chemical phenomena can be represented at the macroscopic level, students find it difficult to do so for the same phenomena at the sub-micro and symbolic levels…”