Do computer-based three-dimensional simulations help chemistry beginners to understand chemical structures? A preliminary study

The analysis of chemical phenomena with the help of models and analogies is more and more supported by powerful computers. Different representations of one molecule can be visualized instantaneously. Apart from simulating three dimensions, specific software components also allow the learner to rotate the visualized object. This interaction leads to an abundance of new information concerning the spatial construction of a molecule. Can students, especially novices in chemistry, profit from this additional information? Several studies, mainly with students in advanced chemistry classes, show an improved understanding of chemistry concepts by using computer-based simulations. For example, Williamson and Abraham (1995) found that first-year university students who viewed molecular animations achieved higher test scores than students who had viewed still images of the same structures. In other studies with high school students, computer-generated simulations help to overcome misconceptions about the structure (Hakerem et. al 1993) and to gain better understanding of the model concept (Dori & Barak 2001). Our research is focused on students in the first two years of chemistry instruction (15 to 16-year-old students in German grammar schools). First, we are investigating whether the use of three-dimensional simulations leads to a better understanding of chemical structures than conventional two-dimensional figures. Second, we would like to find out what kind of personal abilities has influence on the understanding. In this paper, we are giving preliminary results.