Developing Representational Competence in Chemistry With Concrete and Virtual Models

• In Event: Modeling for Understanding and Reasoning

Abstract

Model-based instruction is important but poorly studied in chemistry. In an intervention study, we examined uses of virtual and concrete models for teaching diagram translation. Translation accuracy was compared over time for three groups that differed on the type of model (Concrete, Virtual, or none) used to give feedback to students during an intervention. Concrete models were manipulated directly by hand but virtual models were manipulated with a low-fidelity, mouse and keyboard interface. The model groups did not differ in accuracy and were better than the control group, which was provided with feedback but without models. In addition, both model groups were more accurate when tested without models and after a 7-day delay, serving as scaffolds not crutches to learning.

Authors

• Andrew T. Stull, University of California - Santa Barbara

• Mary Hegarty, University of California - Santa Barbara