Teaching Stereoisomers through Gesture, Action, and Mental Imagery

Autor/inn/en	Ping, Raedy; Parrill, Fey; Church, Ruth Breckinridge; Goldin-Meadow, Susan
Titel	Teaching Stereoisomers through Gesture, Action, and Mental Imagery
Quelle	In: Chemistry Education Research and Practice, 23 (2022) 3, S.698-713 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ping, Raedy) ORCID (Parrill, Fey) ORCID (Goldin-Meadow, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1039/d1rp00313e
Schlagwörter	Chemistry; Science Instruction; Undergraduate Students; Concept Formation; Scientific Concepts; Difficulty Level; Learning Processes; Teaching Methods; Active Learning; Pretests Posttests; Molecular Structure; Gender Differences; Science Achievement; Instructional Improvement; Imagery; Nonverbal Communication; Learner Engagement; Schemata (Cognition); Spatial Ability; Freehand Drawing + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Schwierigkeitsgrad; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Geschlechterkonflikt; Unterrichtsqualität; Metaphorik; Non-verbal communication; Nonverbale Kommunikation; Cognition; Schema; Kognition; Räumliches Vorstellungsvermögen; Drawing; Zeichnen
Abstract	Many undergraduate chemistry students struggle to understand the concept of stereoisomers, molecules that have the same molecular formula and sequence of bonded atoms but are different in how their atoms are oriented in space. Our goal in this study is to improve stereoisomer instruction by getting participants actively involved in the lesson. Using a pretest-instruction-posttest design, we instructed participants to enact molecule rotation in three ways: (1) by imagining the molecules' movements, (2) by physically moving models of the molecules, or (3) by gesturing the molecules' movements. Because gender differences have been found in students' performance in chemistry (Moss-Racusin et al., 2018), we also disaggregated our effects by gender and examined how men and women responded to each of our 3 types of instruction. Undergraduate students took a pretest on stereoisomers, were randomly assigned to one of the 3 types of instruction in stereoisomers, and then took a posttest. We found that, controlling for pretest performance, both women and men participants made robust improvements after instruction. We end with a discussion of how these findings might inform stereoisomer instruction. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01