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The Effects of a Two-Year Molecular Visualization Experience on Teachers' Attitudes, Content Knowledge, and Spatial Ability

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Thomas J. José

Division of Natural Sciences, Blinn College–Bryan Campus, Bryan, TX 77805-6030

Vickie M. Williamson

Department of Chemistry, Texas A&M University, College Station, TX 77843-3255

J. Chem. Educ., 2008, 85 (5), p 718

DOI: 10.1021/ed085p718

Publication Date (Web): May 1, 2008

Abstract

This study measures changes in teachers' attitudes, content knowledge, and spatial ability following a two-year visualization workshop experience. The workshop involved intensive, half-day sessions over three weeks for two consecutive summers, in which the participants worked with three-dimensional models and computer-generated images. No changes were observed in content knowledge and only a few significant changes in attitude were found. However, this study did find that throughout the workshop teachers' spatial abilities significantly increased with use and decreased with lack of use.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Constructivism

Keywords (Subject):

Molecular Modeling

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This article has been cited by 2 ACS Journal articles (2 most recent appear below).

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  Abstract | Full Text HTML | Hi-Res PDF | PDF w/ Links
Teaching Three-Dimensional Structural Chemistry Using Crystal Structure Databases. 2. Teaching Units That Utilize an Interactive Web-Accessible Subset of the Cambridge Structural Database
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  Abstract | Full Text HTML | Hi-Res PDF | PDF w/ Links