Computerized molecular modeling as a collaborative learning environment

Interpretation of symbols, as well as understanding the particulate nature of matter and spatial structures are essential skills students need for solving problems in organic chemistry. However, model perception and understanding the spatial structure of organic molecules has been a source of difficulty for many chemistry students. A computerized molecular modeling (CMM)-based collaborative learning environment has been shown to be an effective means to overcome certain learning difficulties in chemistry.This research investigated the effect of using different types of models while teaching organic chemistry on student understanding of new concepts and the spatial structure of new molecules, as well as preference of a particular model type. We employed a teaching method that combines physical (plastic) and virtual (computerized) three-dimensional molecular models in both collaborative and individual learning setting on 276 students from nine high schools in Israel.Research tools included a designated learning unit, software and database for computerized molecular modeling, and pre-and post-course questionnaires on organic compounds and models.Experimental group students understood the model concept better and were more capable of applying transformation from one-dimensional to two- or three-dimensional molecular representations and vice versa. Based on these results, we recommend incorporating both virtual and physical models in chemistry teaching/learning as a means to foster spatial understanding of molecular structure.