Abstract
This study explores the mental images at the microscopic level of matter created by 22 preservice science teachers in Oman. Participants were encouraged during a guided imagery session to construct mental images for a scenario written about the explanation of the reaction of sodium in water. They were then asked to describe what they envisioned in their own imagination. Participants had images that were based on textbook illustrations, modeling kits, a solar-system model, physical properties, and humanized animations. 3D mental images represented 33.36% of participants’ mental images at the microscopic level, while images in 2D format formed 39.15% of the overall created mental images. Several factors shaped the participants’ mental images, such as their imaginative ability, attention mode, and the nature of their old images stored in their long-term memory. Most of the participants experienced image transformation from one form to another as they were progressing in the GI session. This unstable reliance on different models might indicate unorganized conceptual networks in learners’ LTM: a feature that characterizes novices’ mental networking. On the contrary, past research has revealed that experts have more organized and sophisticated conceptual networking. This study argued that participants lacked the homogeneous and reliable mental model of the atom that is required to carry out advanced cognitive processes for mental exploration of chemical phenomena. The absence of this mental model might explain the overwhelming finding in literature that many learners fail to explain and predict chemical phenomena.
Similar content being viewed by others
REFERENCES
Apollonia, S. T., Chales, E. S., & Boyd, G. M. (2004). Acquisition of complex systemic thinking: Mental models of evolution. Educational Research and Evaluation, 10(4–6), 499–521.
Black, A. A. (2005). Spatial ability and earth science conceptual understanding. Journal of Geosciences Education, 53(4), 402–414.
Bowen, C. W. (1994). Think-aloud methods in chemistry education: Understanding student thinking. Journal of Chemical Education, 71(3), 184–190.
Coleman, S. L., & Gotch, A. J. (1998). Spatial perception skills of chemistry students. Journal of Chemical Education, 75(2), 206–209.
Connolly, B. A. (1994). An experiment in mnemonics imagery in adult basic education science instruction. Retrieved October 7, 2008, from ProQuest Database, (AAT MM95855).
Czolpinski, A., & Babul, A. (2005). The art of physics: Visualizing the universe, seeing the unseen. Pi in the Sky, 9, 4–8 December.
Day, R. (2004). Visual cognition in understanding biology labs; can it be connected to conceptual change? A paper presented at the National Association of Research in Science Teaching Conference, Vancouver, Canada.
Dori, Y. J., & Hameiri, M. (2003). Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects. Journal of Research in Science Teaching, 40(3), 276–302.
Gabel, D. L., Sherwood, R., & Enochs, L. (1984). Problem-solving skills of high school chemistry students. Journal of Research in Science Teaching, 21(2), 221–233.
Gooding, D. C. (2004). Envisioning explanations- the art in science. Interdisciplinary Science Reviews, 29(3), 279–294.
Hadzigeorgiou, Y., & Stefanich, G. (2000). Imagination in science education. Contemporary Education, 71(4), 23–29.
Harrison, A. G., & Treagust, D. F. (1996). Secondary students’ mental models of atoms and molecules: Implications for teaching chemistry. Science Education, 80(5), 509–534.
Hegarty, M. (2004). Mechanical reasoning by mental simulation. TRENDS in Cognitive Sciences, 8(6), 280–285.
Hmelo-Silver, C. E., & Pfeffer, M. G. (2004). Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and functions. Cognitive Science, 28(2004), 127–138.
Kozhevnikov, M., Motes, M. A., & Hegarty, M. (2007). Spatial visualization in physics problem solving. Cognitive Science, 31, 549–579.
Lawson, R. E. (2004). The nature and development of scientific reasoning: A synthetic view. International Journal of Science and Mathematics Education, 2, 307–338.
Liu, C., & Treagust, D. F. (2005). An instrument for assessing students’ mental state and learning environment in science education. International Journal of Science and Mathematics Education, 3, 625–637.
Lord, T. R. (1990). Enhancing learning in the life sciences through spatial perception. Innovative Higher Education, 15(1), 5–16.
Mathewson, J. H. (1999). Visual-spatial thinking: An aspect of science overlooked by educators. Science Education, 83, 33–54.
Nakhleh, M. B., & Samarapungavan, A. (1999). Elementary school children’s beliefs about matter. Journal of Research in Science Teaching, 36(7), 777–805.
Naveh, D. (1985). Holistic education in action: An exploration of guided imagery in a middle grade science class and its impact on students. Dissertation Abstracts International, (DAI 8526358).
Nemotko, A. (1990). The learning effects of verbally and pictorially presented biology lectures on female college students of high imagery and low imagery abilities. Dissertation Abstracts International, (DAI-A 51/05).
Osborne, R., & Freyberg, P. (1985). Learning in Science: The implications of children’s science. Hong Kong: Heinemann.
Ozmen, H., Demircioglu, G. & Coll, R. (2007). A Comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish high school students’ understanding of acid-base chemistry. International Journal of Science and Mathematics Education. Retrieved March 15, 2008, from http://www.springerlink.com/content/x65h373125r306w0/fulltext.pdf
Pribyl, J. R., & Bodner, G. M. (1987). Spatial ability and its role in organic chemistry: A study of four organic courses. Journal of Research in Science Teaching, 24, 229–240.
Reiner, M., & Gilbert, J. (2000). Epistemological resources for thought experimentation in science teaching. International Journal of Science Education, 22(5), 489–506.
Rudmann, D. S. (2002). Solving Astronomy Problems Can Be Limited by Intuited Knowledge, Spatial Ability, or Both. (ERIC Document Reproduction Service No. ED468815)
Shepard, R. (1988). The imagination of the scientist. In K. Egan, & D. Nadaner (Eds.), Imagination and education. New York, NY: Teachers College Press.
Stephens, L. & Clement, J. (2006). Using expert heuristics for the design of imagery-rich mental simulations for the science class. Proceedings of the NARST 2006 Annual Meeting, San Francisco, CA.
Taylor, N., & Coll, R. K. (2002). Pre-service primary teachers’ models of kinetic theory: An examination of three different cultural groups. Chemistry Education: Research and Practice in Europe, 3(3), 293–315.
Valanides, N., & Angeli, C. (2006). Preparing preservice elementary teachers to teach science through computer models. Contemporary Issues in Technology and Teacher Education, 6(1), 87–98.
Van Driel, J. H., & De Jong, O. (2002). The development of preservice chemistry teachers’ pedagogical content knowledge. Science Education, 86, 572–590.
Vos, W., & Verdonk, A. H. (1996). The particulate nature of matter in science education and in science. Journal of Research in Science Teaching, 33(6), 657–664.
White, R. T. (1988). Learning science. New York, NY: Basil Blackwell Inc.
Wu, H., Krajcik, J. S. & Soloway, E. (2000). Promoting Conceptual Understanding of Chemical Representations: Students’ Use of a Visualization Tool in the Classroom. (ERIC Document Reproduction Service No. ED 443678)
Yang, E., Andre, T., Greenbowe, T. J., & Tibell, L. (2003). Spatial ability and the impact of visualization/animation on learning electrochemistry. International Journal of Science Education, 25(3), 329–349.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Al-Balushi, S.M. FACTORS INFLUENCING PRE-SERVICE SCIENCE TEACHERS’ IMAGINATION AT THE MICROSCOPIC LEVEL IN CHEMISTRY. Int J of Sci and Math Educ 7, 1089–1110 (2009). https://doi.org/10.1007/s10763-009-9155-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10763-009-9155-1