Spatial Thinking in ChemistrySpatial Thinking in Chemistry

Mike StieffDepartment of Chemistry

Learning Sciences Research InstituteUniversity of Illinois-Chicago

Mike StieffDepartment of Chemistry

Learning Sciences Research InstituteUniversity of Illinois-Chicago

OutlineOutline•Locating Spatial Thinking in the Undergraduate Chemistry Curriculum

•Educating Spatial Thinking in Undergraduate Chemistry

•Locating Spatial Thinking in the Undergraduate Chemistry Curriculum

•Educating Spatial Thinking in Undergraduate Chemistry

• Correlations exist between measures of spatial ability and achievement in chemistry (Bodner, Guay, 1997; Carter, LaRussa, & Bodner, 1987)

• Sex differences in spatial abilities contribute to sex differences in chemistry achievement (Carter, LaRussa, & Bodner, 1987; Dori & Barnea, 1997; Stieff, Dixon, Ryu, Kumi, & Hegarty, under review)

• Training of spatial visualization supports chemistry learning (Small & Morton, 1983; Barke & Engida, 2001)

• Correlations exist between measures of spatial ability and achievement in chemistry (Bodner, Guay, 1997; Carter, LaRussa, & Bodner, 1987)

• Sex differences in spatial abilities contribute to sex differences in chemistry achievement (Carter, LaRussa, & Bodner, 1987; Dori & Barnea, 1997; Stieff, Dixon, Ryu, Kumi, & Hegarty, under review)

• Training of spatial visualization supports chemistry learning (Small & Morton, 1983; Barke & Engida, 2001)

Spatial Thinking with Diagrams

Spatial Thinking with DiagramsGlucose exists as both an open-chain and a cyclic

structure. The open-chain form consists of an unbranched backbone of six carbon atoms. At C1 is an aldehyde, and one hydroxyl group substitutes at each of the other five carbons in the chain. The cyclic form consists of a ring of carbon atoms connected with one oxygen atom. In one cyclic isomer, all of the hydroxyl groups are positioned

equatorial to the ring and the C1 hydroxyl group and the C5 substituent are trans to each other.

Spatial Thinking in the College Curriculum

Spatial Thinking in the College Curriculum

•General Chemistry I & II (Year 1)• Atomic Structure, Hybridization Theory,

Bonding, Molecular Geometry

•Organic Chemistry I & II (Year 2)• Stereochemistry, Stereoselective &

Regioselective Reactions, Structure-Reactivity Relationships

•Spectroscopy (Year 3/4)• Structure Identification

•Physical Chemistry (Year 3/4)• Quantum Mechanics, Group Theory

•General Chemistry I & II (Year 1)• Atomic Structure, Hybridization Theory,

Bonding, Molecular Geometry

•Organic Chemistry I & II (Year 2)• Stereochemistry, Stereoselective &

Regioselective Reactions, Structure-Reactivity Relationships

•Spectroscopy (Year 3/4)• Structure Identification

•Physical Chemistry (Year 3/4)• Quantum Mechanics, Group Theory

General ChemistryGeneral Chemistry

Organic Chemistry I & IIOrganic Chemistry I & II

SpectroscopySpectroscopy

Physical ChemistryPhysical Chemistry

1. Draw 6 lines 1. Draw 6 lines connected in a connected in a hexagon.hexagon.

Alternative Strategies for Spatial Alternative Strategies for Spatial Thinking Thinking

in Chemistryin Chemistry

External External VisualizatioVisualization/Diagramn/Diagram

mingming

Internal Internal VisualizatioVisualization/Imageryn/Imagery

Alternative Strategies for Problem Solving in

Organic

Alternative Strategies for Problem Solving in

Organic

SSRR

Students Use Imagery to Reason Compare StructureStudents Use Imagery to

Reason Compare Structure

(Stieff, 2007)

(Stieff, 2007)

Experts Apply Domain Heuristics

Experts Apply Domain Heuristics

Students Can Learn The Heuristics

Students Can Learn The Heuristics

(Stieff, 2007)

• Instrument: “Chemistry Achievement & Strategy Preference Survey ”

• 12-item chemistry achievement test with retrospective self-reporting of strategy use

• Participants: 514 college students enrolled in organic chemistry

• Protocol

• Survey administered pre- and post-instruction

• Students participated in one of three interventions

• Spatial-analytic training (Fall 2009), n = 157, (M = 63, F = 94)

• Spatial-imagistic training (Spring 2010), n = 159, (M = 52, F = 103)

• Combined training (Fall 2010), n = 198, (M = 81, F= 116)

• ANOVA

• Strategy preference v. Sex v. Intervention

• Achievement v. Intervention v. Intervention

• Instrument: “Chemistry Achievement & Strategy Preference Survey ”

• 12-item chemistry achievement test with retrospective self-reporting of strategy use

• Participants: 514 college students enrolled in organic chemistry

• Protocol

• Survey administered pre- and post-instruction

• Students participated in one of three interventions

• Spatial-analytic training (Fall 2009), n = 157, (M = 63, F = 94)

• Spatial-imagistic training (Spring 2010), n = 159, (M = 52, F = 103)

• Combined training (Fall 2010), n = 198, (M = 81, F= 116)

• ANOVA

• Strategy preference v. Sex v. Intervention

• Achievement v. Intervention v. Intervention

Can Strategy Use Be Trained in the Can Strategy Use Be Trained in the Classroom?Classroom?

How Does Differential Training Impact How Does Differential Training Impact Strategy Preference?Strategy Preference?

How Does Differential Training Impact How Does Differential Training Impact Student Achievement?Student Achievement?

Do Men & Women Differ in Strategy Use?Do Men & Women Differ in Strategy Use?

What Role for Spatial Ability?

What Role for Spatial Ability?

•Spatial thinking is a central component of the undergraduate chemistry curriculum

•Spatial thinking in chemistry involves multiple strategies and “tools” (e.g., models, diagrams, algorithms)

•Spatial thinking can be directly trained to increase achievement on discipline-specific spatial assessments

•Spatial thinking is a central component of the undergraduate chemistry curriculum

•Spatial thinking in chemistry involves multiple strategies and “tools” (e.g., models, diagrams, algorithms)

•Spatial thinking can be directly trained to increase achievement on discipline-specific spatial assessments

Thank YouThank You

mstieff@uic.edumstieff@uic.edu