An unexpected effect in the use of models for teaching the visualization of rotation in molecular structures

Abstract

The purpose of the investigation was to evaluate the use of models as a way of improving the effectiveness of an instructional programme intended to teach 15‐year old students how to visualize the effects of rotations on three‐dimensional structures portrayed as diagrams. The experimental programme involved students manually rotating the models, and comparing the changing profiles of the models with the profiles of line diagrams representing the same rotation of the same structure on a television screen. The results showed that the programme brought about no significant short‐term learning. In contrast, the same programme used without the models was found to be effective.