In science, technology, engineering, and mathematics (STEM) disciplines, scientists and learners rely heavily on external representations to make sense of scientific concepts and phenomena ( Fiorella and Zhang, 2018 Ainsworth and Scheiter, 2021). ![]() ![]() Implications for supporting learners’ drawing process and using eye-tracking for characterizing drawing processes in other STEM disciplines are discussed. Further, the results show that the productivity of a drawing depends on learners’ flexibility in information selection. Results indicate that unproductive drawings often stem from integrating and connecting unrelated information during the drawing process. Using eye-tracking, the characteristics regarding the construction of productive and unproductive drawings became visible. To this end, a qualitative, exploratory study has been conducted to investigate undergraduate students’ ( N = 20) drawing processes of resonance structures while solving an organic case comparison task. To support learners in drawing and using resonance structures in problem-solving, it is necessary to characterize how they generate their drawings. However, this type of representation places a high cognitive demand on learners, which, besides conceptual difficulties, leads to drawing difficulties. Resonance structures, for example, are often used to estimate reactive sites in a molecule and to propose reaction pathways. However, especially in organic chemistry, the investigation of drawing processes is of great importance as generating different representations, such as structural formulas, is inherent to problem-solving in this visual-laden discipline. Although research has highlighted the effectiveness of drawing as a learning strategy and the importance of drawing accuracy for learning success, little is known about learners’ actual drawing process. Department of Biology and Chemistry, Institute of Chemistry Education, Justus Liebig University Giessen, Giessen, Germanyĭrawing is a fundamental skill in science, technology, engineering, and mathematics (STEM) disciplines to express one’s reasoning and externalize mental models in problem-solving.Observe how rotation around single bonds can give rise to various conformations of a structure and how it can disrupt a conjugated system.Irina Braun, Axel Langner and Nicole Graulich * Observe how the mechanisms are drawn for these structures and understand how they can show the reactivity properties of certain functional groups.įinish off the topic by observing the 3D molecule of hexatriene with the carbon atom p-orbitals visible on the structure. Observe 3D models of the molecules and p-orbital hybridization to understand how electron delocalization and hence the formation of resonance structures is possible. Take advantage of our cutting edge hologram technology to form resonance structures by moving around the electrons within the structure. You will be able to determine which atoms partake in the conjugated system. Not only will you be able to understand how to identify a conjugated structure, you will also be able to appreciate that not all atoms in an organic molecule participate in a conjugated system. Acknowledge the idea that conjugation and hence, molecular resonance are allowed by an extended p-orbital hybridization in planar structures. What makes a conjugated system? Identify conjugation in organic molecules by acknowledging the characteristics of a conjugated double bond compared to an isolated double bond. Learn about why electron delocalization is possible through example molecular motifs and relate the phenomena to conjugated systems. Electrons like to travel! In this simulation, you will learn about molecular resonance in organic compounds.
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