Visuospatial reasoning, molecular model construction, & organic chemistry performance Breanna T. Sullivan & Elisabeth J. Ploran Department of Psychology, Hofstra University
RESULTS
INTRODUCTION
METHODS
Visuospatial reasoning, or the ability to represent and mentally manipulate objects in three-dimensional space, plays a critical role in the fields of science, technology, engineering, and mathematics (STEM). Due to the threedimensional nature of molecular structures, visuospatial reasoning skills have significant implications particularly in the study of organic chemistry.
Sample: 64 Hofstra University students, previously taken lab or lecture
Molecular models are important visualization tools, serving as a great intervention to enhance visuospatial skills and organic chemistry performance. However, the level of effectiveness may be altered by individual differences in baseline visuospatial skills. Past work has independently linked both visuospatial reasoning and molecular model AIM construction to organic chemistry performance. The purpose of the present study is to investigate whether molecular model construction mediates the relationship between visuospatial skills and organic chemistry performance. We hypothesize that both visuospatial skills and experience with molecular models will contribute to organic chemistry success. However, it is unclear whether these contributions are independent or overlapping in nature.
?
Visuospatial Reasoning Skills • Mental Rotation • Paper Folding • Perspective-Taking • Samples below
Molecular Model Construction • Physical vs. virtual • Use, preference • Comfort level • Experience level
Mental Rotation Test: 24 questions, % correct, # completed
Paper Folding Test: 20 questions, % correct, # completed
Perspective-Taking Test: 12 questions, mean absolute deviation
Organic Chemistry Performance
• Lecture grades • Letter grades converted to 4.0 scale for analysis
Organic chemistry performance correlated with the Mental Rotation Test (rho = 0.360, p = 0.006) and the Paper Folding Test (rho = 0.272, p = 0.039). Organic chemistry performance correlated with physical molecular model experience (rho = 0.374, p = 0.045). Students using physical molecular models only (M = 3.524 0.583) earned higher lecture grades than students using virtual molecular models only (M = 2.733 0.970), (F (3,54) = 3.758, p = 0.016). The linear regression model including only visuospatial measures explained 22.1% of variance; the linear regression model including visuospatial measures and physical model experience explained 29.1% of CONCLUSIONS variance in organic chemistry performance. Results support prior evidence for the relationship between both visuospatial skills and molecular model construction with organic chemistry performance. Data suggests that experience with physical molecular models may mediate the relationship between visuospatial skills and organic chemistry performance. Future research should use task-based measures to further investigate whether molecular model construction mediates the established relationship between visuospatial skills and organic chemistry performance.
ACKNOWLEDGEMENTS
Special thanks to the Chemistry Department for assisting with participant recruitment and to Dr. Ploran for being an awesome mentor.