Middle School Science Teachers' Mental Rotation Ability, Chemistry Content Knowledge, and Misconceptions

• In Event: Middle-Level Teacher Knowledge

Abstract

Middle school teachers are asked to teach all areas of science, though they may hold misconceptions in one or more science areas. Prior research has shown a correlation between understanding of chemistry content and spatial reasoning ability, raising the importance of developing the spatial reasoning ability of both teachers and students. Middle school teachers’ chemistry understanding and spatial thinking were assessed through interviews and written assessments. A significant, positive correlation between spatial reasoning ability and chemistry understanding was found (r (18) = .482, p = .031). Teachers struggled with examples or applications of definitions at the particulate level. Many of the teachers in this study have been teaching for several years, possibly instilling some of their misconceptions with their students.

Authors

• Merryn Cole, University of Nevada - Las Vegas

• Jennifer A. Wilhelm, University of Kentucky