Visualisation in chemistry
Research basis for the VisChem project and the learning design
To read these publications go to:
The first paper describes:
- how the three “thinking-level” model (Johnstone, 1982) acted as the seed for the VisChem project to assist students to construct useful mental models at the molecular level
- research on the effectiveness of the VisChem animations, and the need to embed them within a ‘learning design’
- the audiovisual information-processing model, based on work by Johnstone, Mayer, Paivio, and Sweller, that informs the development of the learning design
- an demonstration of the VisChem learning design to develop a student’s molecular-level mental model
The second paper describes:
- why visualisation at the molecular level is so important for learning chemistry
- an overview of the key features in each animation
- the specific misconceptions in the educational literature targeted by the VisChem animations , and some actually generated by these animations, unless care is taken
- how the animations were designed to balance the often-competing demands of scientific accuracy, artistic license, and technical constraints
Visualisation in physics
Visualisation in biology
Visualisation in science education
Visualisation to integrate science understanding
The VISUAL project studies how visualizations can transform science instruction by addressing the following research questions:
- When and how do visualizations improve science learning outcomes?
- How can visualization-rich curriculum materials enable all students to learn complex science topics?
- What design practices and cyberlearning tools generalize to new curricula?
Cognitive science research on visualisation
A thoughtful paper on visualising thought
This paper and the references therein provide a cognitive perspective of visualization in all its forms to make sense of the world.
Integrating education and neuroscience – not as simple as it appears
Warning about the application of cognitive science research to teaching and learning
The expectation that cognitive neuroscience research will have a direct and immediate impact on educational practice are shortsighted and unrealistic. Instead, infrastructure needs to be created, principally through interdisciplinary training, funding and research programs that allow for bidirectional collaborations between cognitive neuroscientists, educators and educational researchers to grow.