VISUALIZATION IN SCIENCE EDUCATION

VISUALIZATION IN SCIENCE EDUCATION

Models and Modeling in Science Education VOLUME 1 Series Editor: Professor J. K. Gilbert Institute of Education The University of Reading UK Editorial Board: Professor D.F. Treagust Science and Mathematics Education Centre Curtin University of Technology Australia Assoc. Professor J.H. van Driel ICLON University of Leiden The Netherlands Dr. Rosária Justi Department of Chemistry University of Minas Gerais Brazil Dr. Janice Gobert The Concord Consortium USA

Visualization in Science Education Edited by JOHN K. GILBERT The University of Reading, UK

A C.I.P. Catalogue record for this book is available from the Library of Congress. ISBN-10 1-4020-3612-4 (HB) ISBN-13 978-1-4020-3612-5 (HB) ISBN-10 1-4020-3613-2 (e-book) ISBN-13 978-1-4020-3613-2 (e-book) Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www.springeronline.com Printed on acid-free paper All Rights Reserved 2005 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed in the Netherlands.

CONTENTS Acknowledgements Colour Section Appendices to Chapter 13 vii ix xxxiii Introduction 1 Section A: The significance of visualization in science education 7 1. Visualization: A metacognitive skill in science and science education 9 John K. Gilbert 2. Prolegomenon to scientific visualization 29 Barbara Tversky, Stanford University, USA 3. Mental Models: Theoretical issues for visualizations in science education 43 David Rapp, University of Minnesota, USA 4. A model of molecular visualization 61 Michael Briggs, George Bodner 5. Grasping leveraging technology and cognitive theory on 73 visualization to promote students' learning Janice D Gobert Section B: Developing the skills of visualization 91 6. Teaching and learning with three-dimensional representations 93 Mike Stieff, Robert Bateman, David Uttal 7. Modelling students becoming chemists: Developing representational competence 121 Robert Kozma, Joel Russell v

vi 8. Imagery in physics: From physicists' practice to naïve students' learning 147 Galit Botzer, Miriam Reiner 9. Imagery in science learning in students and experts 169 John Clement, Aletta Zietsman, James Monaghan Section C: Integrating visualization into curricula in the 185 sciences 10. Learning electromagnetism with visualization and active learning 187 Yehudit Judy Dori, John Belcher 11. Teaching visualizing the science of genomics 217 Kathy Takayama 12. Models visualization in undergraduate geology courses 253 Stephen J Reynolds, Julia K Johnson, Michael D Piburn, Debra E Leedy, Joshua A Coyan, Melanie M Busch Section D: Assessing the development of visualization skills 267 13. Evaluating the educational value of molecular structure representations 269 Vesna Ferk Savec, Margareta Vrtacnik, John K Gilbert 14. Assessing the learning from multi-media packages in chemical education 299 Joel Russell, Robert Kozma Endpiece: Future research and development on visualization in science education 333 John K. Gilbert About the Author 337 Index 343

ACKNOWLEDGEMENTS The Editor and the Authors would like to thank Mrs. Helen Apted for her excellent work in meeting the diverse challenges of the template and pagination to bring this book together as a coherent whole. Some authors have thanked specific sponsors. These statements are made at the end of the relevant chapters. vii

COLOUR SECTION Chapter 5 (figure on p. 85). Chapter 5 (figure on p. 86). ix

x COLOUR SECTION CHO H OH HO H H OH H OH CH 2 OH Fischer Projection Ball and Stick Model Chapter 6 - Figure 1 (p. 95). Chapter 6 - Figure 2 (p. 98).

COLOUR SECTION xi Chapter 6 - Figure 3 (p. 99). Chapter 6 - Figure 4 (p. 100).

xii COLOUR SECTION R-alanine Chapter 6 - Figure 5 (p. 102). Chapter 6 - Figure 6 (p. 107). Chapter 6 - Figure 7 (p.108).

COLOUR SECTION xiii Chapter 6 - Figure 8 (p. 115).

xiv COLOUR SECTION Chapter 11 - Figure 4 (p. 226).

COLOUR SECTION xv Chapter 11 - Figure 5 (p. 228). Chapter 11 - Figure 6 (p. 230).

xvi COLOUR SECTION Chapter 11 - Figure 7 (p. 232). Chapter 11 - Figure 8 (p. 236).

COLOUR SECTION xvii Chapter 11 - Figure 9 (p. 238). Chapter 11 - Figure 10 (p.240).

xviii COLOUR SECTION Chapter 11 - Figure 11 (p. 241). Chapter 11 - Figure 12 (p. 243).

COLOUR SECTION xix Chapter 11 - Figure 13 (p. 244). Chapter 11 - Figure 14 (p. 246).

xx COLOUR SECTION Chapter 12 - Figure 1 (p. 254). Chapter 12 - Figure 2 (p. 257).

COLOUR SECTION xxi Chapter 12 - Figure 3 (p. 258). Chapter 12 - Figure 4 (p. 259).

xxii COLOUR SECTION Chapter 12 - Figure 5 (p. 260). Chapter 12 - Figure 6 (p. 260).

COLOUR SECTION xxiii Chapter 12 - Figure 7 (p. 261).

xxiv COLOUR SECTION Chapter 12 - Figure 8 (p. 262).

COLOUR SECTION xxv Chapter 12 - Figure 9 (p. 263).

xxvi COLOUR SECTION Chapter 14 - Figure 1 (p. 301). Chapter 14 - Figure 2 (p. 302).

COLOUR SECTION xxvii Chapter 14 - Figure 3 (p. 305). Chapter 14 - Figure 4 (p. 308).

xxviii COLOUR SECTION Chapter 14 - Figure 5 (p. 311). Chapter 14 - Figure 6 (p. 313).

COLOUR SECTION xxix Chapter 14 - Figure 7 (p. 316). Chapter 14 - Figure 8 (p. 316).

xxx COLOUR SECTION Chapter 14 - Figure 9 (p. 318). Chapter 14 - Figure 10 (p. 319). Chapter 14 - Figure 11 (p. 320).

COLOUR SECTION xxxi Chapter 14 - Figure 12 (p. 324).

xxxii COLOUR SECTION Chapter 14 - Figure 13 (p. 326).

APPENDICES TO CHAPTER 13 Table A1: Parallel presentation of tasks and the help tools used in task section Perception for the tests MVT1 and MVT2s Task 1 Molecular Visualisation Test 1 Molecular Visualisation Tests 2 MVT2 help tools Take a look at the model of molecule A on the computer screen (Picture 1). Write on the enclosed answer-sheet, which among the marked atoms (Cl 1,Cl 2, Cl 3, Cl 4, Cl 5, Cl 6, C 7, C 8) are the closest to you, which are a bit further, and which are the furthest from you. Task 1 Take a look at the model of molecule A on the computer screen (Picture 1). With help of the plastic molecular model (on the table) and the interactive molecular model (on the right side of the screen) write on the enclosed answer-sheet, which among the marked atoms (C1, C2, H3, H4, H5, H6, H7, H8) are the closest to you, which are a bit further, and which are the furthest from you. Photo of 3d molecular model used in MVT2 3d and MVT2-3dv Task 4 Picture 1: Molecule A Answer: The atoms closest to me are:. The atoms a bit further from me are:. The atoms furthest from me are: _. Take a look at the model of molecule D on the computer screen (Picture 7). Write on the enclosed answer-sheet, which among the marked atoms (C1, C2, H3, O4, H5, H6, H7, H8, H9) are the closest to you, which are a bit further, and which are the furthest from you. Picture 1: Molecule A Answer: The atoms closest to me are:. The atoms a bit further from me are:. The atoms furthest from me are: _. Task 4 Take a look at the model of molecule D on the computer screen (Picture 7). With help of the plastic molecular model (on the table) and the interactive molecular model (on the right side of the screen) write on the enclosed answer-sheet, which among the marked atoms (C1, C2, H3, O4, H5, H6, H7, H8, H9) are the closest to you, which are a bit further, and which are the furthest from you. Pseudo-3d molecular model used in MVT2-v and MVT2-3dv Photo of 3d molecular model used in MVT2 3d and MVT2-3dv Picture 7: Stereo-chemical formula of the molecule D Answer: The atoms closest to me are:. The atoms a bit further from me are:. The atoms furthest from me are: _. Picture 7: Stereo-chemical formula of the molecule D Answer: The atoms closest to me are:. The atoms a bit further from me are:. The atoms furthest from me are: _. Green colored text t 3d models in MVT2-3d Blue colored text t v in MVT2-v Red underlined text 3d and v in MVT2-3dv Pseudo-3d molecular model used in MVT2-v and MVT2-3dv xxxiii John K. Gilbert (ed.), Visualization in Science Education, xxxiii-xxxix. 2005 Springer. Printed in the Netherlands.

xxxiv APPENDICES TO CHAPTER 13 Table A2: Parallel presentation of tasks and the help tools used in task section Perception and Rotation for the tests MVT1 and MVT2s Task 7 Molecular Visualisation Test 1 Molecular Visualisation Test 2 MVT2 help tools Imagine the system of coordinates with x, y and z axes represented below and a molecule G in this system (Picture 13). Among the molecular models a, b, c, d (Picture 14), choose the one that you would get after rotating molecule G around axis Z only. Task 7 Imagine the system of coordinates with x, y and z axes represented below and a molecule G in this system (Picture 13). Among the molecular models a, b, c, d (Picture 14), with help of the plastic molecular model (on the table) and the interactive molecular model (on the right side of the screen) choose the one that you would get after rotating molecule G around axis Z only. Photo of 3d molecular model used in MVT2 3d and MVT2-3dv Picture 12: System of coordinates Picture 13: Molecule G Picture 12: System of coordinates Picture 13: Molecule G Pseudo-3d molecular model used in MVT2-v and MVT2-3dv a b c d Picture 14: Molecular models Task 2 Imagine the system of coordinates with x, y and z axes represented below and a molecule B in this system (Picture 3). Among the stereochemical formulas of the molecules a, b, c, d (Picture 4), choose the one which you would get after rotating molecule B around axis Z only. a b c d Picture 14: Molecular models Task 2 Imagine the system of coordinates with x, y and z axes represented below and a molecule B in this system (Picture 3). Among the stereochemical formulas of the molecules a, b, c, d (Picture 4), with help of the plastic molecular model (on the table) and the interactive molecular model (on the right side of the screen) choose the one, which you would get after rotating molecule B around axis Z only. Photo of 3d molecular model used in MVT2-3d and MVT2-3dv Picture 2: System of coordinates Picture 3: Molecule B Picture 2: System of coordinates Picture 3: Molecule B Pseudo-3d molecular model used in MVT2-v and MVT2-3dv a b c d Picture 4: Stereo-chemical formulas of the molecules Picture 4: Stereo-chemical formulas of the molecules Green colored text t 3d models in MVT2-3d Blue colored text t v in MVT2-v Red underlined text t 3d and v in MVT2-3dv

APPENDICES TO CHAPTER 13 xxxv Table A3: Parallel presentation of tasks and the help tools used in task section Perception and Reflection for the tests MVT1 and MVT2s Task 3 Molecular Visualisation Test 1 Molecular Visualisation Tests 2 MVT2 help tools Among the molecular models a, b, c, d (Picture 6) choose the one, which you would get after reflecting molecule C (Picture 5) with the marked mirror. Task 3 Among the molecular models a, b, c, d (Picture 6) with help of the plastic molecular model (on the table) and the interactive molecular model (on the right side of the screen choose the one which you would get after reflecting molecule C (Picture 5) with the marked mirror. Photo of 3d molecular model used in MVT2-3d and MVT2-3dv Picture 5: Molecule C Mirror Picture 5: Molecule C Mirror Pseudo-3d molecular model used in MVT2-v and MVT2-3dv a b c d Picture 6: Stereo-chemical formulas of the molecules a b c d Picture 4: Stereo-chemical formulas of the molecules Among the stereochemical formulas a, b, c, d (Picture 11) choose the one that you would get after reflecting molecule C (Picture 10) with the marked mirror. Task 6 Among the stereochemical formulas a, b, c, d (Picture 11) with help of the plastic molecular model (on the table) and the interactive molecular model (on the right side of the screen) choose the one that you would get after reflecting molecule C (Picture 10) with the marked mirror. Photo of 3d molecular model used in MVT2-3d and MVT2-3dv Picture 10: Molecule F Mirror Picture 10: Molecule C Mirror Pseudo-3d molecular model used in MVT2-v and MVT2-3dv a b c d Picture 11: Stereo-chemical formulas of the molecules Green colored text a b c d Picture 11: Stereo-chemical formulas of the molecules t 3d models in MVT2-3d Blue colored text t v in MVT2-v Red underlined text t 3d and v in MVT2-3dv

xxxvi APPENDICES TO CHAPTER 13 Table A4: Parallel presentation of tasks and the help tools used in task section Perception, Rotation and Reflection for the tests MVT1 and MVT2s Task 5 Molecular Visualisation Test 1 Molecular Visualisation Tests 2 MVT2 help tools Three of the four molecular models a, b, c, d (Picture 9) can be derived by rotation of the molecule E (Picture 8), however the fourth one can not be obtained in this manner, because it is the mirror image of the same molecule. Find out which among the molecular models a, b, c, d is the mirror image of the molecule E. Task 5 Three of the four molecular models a, b, c, d (Picture 9) can be derived by rotation of the molecule E (Picture 8), however the fourth one can not be obtained in this manner, because it is the mirror image of the same molecule. With help of the plastic molecular model (on the table) and the interactive molecular model (on the right side of the screen) find out which among the molecular models a, b, c, d is the mirror image of the molecule E. Photo of 3d molecular model used in MVT2-3d and MVT2-3dv Picture 8: Model of the molecule E Picture 8: Model of the molecule E Pseudo-3d molecular model used in MVT2-v and MVT2-3dv a b c d Picture 9: Molecular models Three of the four stereo-chemical formulas a, b, c, d (Picture 16) can be derived by rotation of the molecule H (Picture 15), however the fourth one can not be obtained in this manner, because it is the mirror image of the same molecule. Find out which among the stereo-chemical formulas a, b, c, d is the mirror image of the molecule H. Task 8 a b c d Picture 9: Molecular models Three of the four stereo-chemical formulas a, b, c, d (Picture 16) can be derived by rotation of the molecule H (Picture 15), however the fourth one can not be obtained in this manner, because it is the mirror image of the same molecule. With help of the plastic molecular model (on the table) and the interactive molecular model (on the right side of the screen) find out which among the stereo-chemical formulas a, b, c, d is the mirror image of the molecule H. Photo of 3d molecular model used in MVT2-3d and MVT2-3dv Picture 15: Stereo-chemical formula of the molecule E Picture 15: Stereo-chemical formula of the molecule E Pseudo-3d molecular model used in MVT2-v and MVT2-3dv a b c d Picture 16: Stereo-chemical formulas of the molecules a b c d Picture 16: Stereo-chemical formulas of the molecules Green colored text t 3d models in MVT2-3d Blue colored text t v in MVT2-v Red underlined text 3d and v in MVT2-3dv

APPENDICES TO CHAPTER 13 xxxvii Structured Interview Construction of molecular models and writing of stereo-chemical formulas This group of twelve questions is dealing with the construction of molecular models using the computer program echem 1, manual construction of three-dimensional molecular models and writing of stereo-chemical formulas. Students` strategies for the construction of molecular models and for writing stereo-chemical formulas (Questions 1-3, 5-7, 9-11) were determined on the basis of students` comments and observation of the accompanying activities. The purpose of these questions was to find out whether students use certain strategies for constructing molecular models/writing stereo-chemical formulas, and whether they are related to the use of certain kinds of manipulatives or are more a characteristic of the student. In the following questions students were asked to set their priorities concerning the initial type of molecular structure representation when constructing models with different tools (Question 4 - computer program echem, Questions 8 -molecular models set) or writing a stereo-chemical formula (Question 12). The purpose of these questions was to find out whether the priorities among molecular structure representation are a characteristic of the student regardless of the manipulatives used (so it is possible to set a rule that defines her/his priorities), or whether it is more likely to be related to the use of certain kinds of manipulatives. Perception of molecular structures General questions Students were asked to describe on the basis of which properties of a certain molecular structure representation they perceive information about the structure of the molecule (Questions 13-16). Then they were asked to compare different molecular structure representations, used in previous tasks (Questions 17-22). The purpose of these questions was to reveal the reasons for students` priorities towards perception of a molecular structure from certain representations. Specific questions During the continuation of the interview, students were instructed to solve systematically all of the MVT tasks. The procedure was the same in all MVT task sections ( Perception, Perception and Rotation, Perception and Reflection, Perception, Rotation and Reflection ). In the beginning students were left to solve tasks mentally, then they were asked whether they would like to use help tools, and why (Table A5, rows A and B). Afterwards they were asked whether they preferred certain initial molecular structure representations (static image, stereo-chemical formula) during solving of this particular task type, and why (Table A5, row D). Students were also asked whether one of the accessible helptools (three-dimensional molecular models, computer pseudo three-dimensional molecular models) was more useful than on other, and why (Table A5, row E). 1 The approval of the authors of echem (dr. Soloway and his research group at the University of Michigan) to use the program for research purposes was gained prior to testing.

xxxviii APPENDICES TO CHAPTER 13 The purpose of these tasks was to find out whether preferences towards a certain initial molecular structure representation and help-tool are dependent on the kind and number of processes involved. Table A5: Groups of questions Specific questions that are similar in several task sections Task Section Perception Perception, Perception Perception and Rotation and and Rotation Reflection Reflection A Q23 Q29 Q35 Q42 B Q24 Q30 Q36 Q43 C Q37, Q38 Q44, Q45 E Q26 Q32 Q40 Q47 Rotation of molecular structures General questions about rotation Students were asked to describe the rotation process (Question 27). The purpose of this question was to find out whether students understand the rotation of molecules. To get the information about their strategy of solving this kind of task students were asked to comment how they are solving the tasks (Question 28). Specific questions See Table A5 and comments in the paragraph Perception of molecular structures. Reflection of molecular structures General questions about reflection To find out if students understand the reflection of molecules they were asked to describe this process (Question 33). Students were additionally asked to comment on how they are solving the tasks to get information about their strategy (Question 34). Specific questions for particular task section See Table A5 and comments in the paragraph Perception of molecular structures. Rotation and reflection of molecular structures General questions about reflection To get the information about students` strategy of solving tasks, which involve a combination of the processes perception, reflection and rotation,

APPENDICES TO CHAPTER 13 xxxix students were asked to comment on how they are solving the tasks (Question 41). Specific questions for particular task section See Table A5 and comments in the paragraph Perception of molecular structures.