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Spatial Visualization Training Improves Performance in Organic Chemistry

Melinda Y. Small and Mary E. Morton
Journal of College Science Teaching
Vol. 13, No. 1 (SEPTEMBER/OCTOBER 1983), pp. 41-43
Stable URL: http://www.jstor.org/stable/42990532
Page Count: 3
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Abstract

Spatial visualization tests and SAT scores were used to form two matched groups of organic chemistry students in a course at a small liberal arts college. Both groups had eight weeks of special training that was independent of the classroom and laboratory assignments. The experimental group received training that emphasized the development of spatial visualization skills. The control group had training in nomenclature and chemical notation. The first class examination occurred five weeks into the semester and did not include any questions that involved the use of stereotaxic models. There was no significant difference between the two groups' scores on this examination. The final examination at the end of the semester, however, included several questions that required the use of stereotaxic models. The experimental group had a significantly higher score on these questions as it did on the total score of the final exam.

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