Chapter 2. Supporting Spatial Thinking in Organic Chemistry Through Augmented Reality—An Explorative Interview Study
Keller S, Habig S (2022)
Publication Type: Book chapter / Article in edited volumes
Publication year: 2022
Original Authors: Sebastian Keller, Sebastian Habig
Edited Volumes: Student Reasoning in Organic Chemistry
Pages Range: 19-35
ISBN: 9781839164910
DOI: 10.1039/9781839167782-00019
Abstract
Organic chemistry contains a high number of different substance classes, compounds, and specific reactions due to the special bonding conditions of the element carbon. As in all science related disciplines, communication on a professional, as well as on an educational level is based on various representations and conventions.1–4 Examples for typical pictorial representations to depict organic chemical information are wedge-dash notations, valence structural formula, ball-and-stick models, or energy diagrams, etc. However, these pictorial representations are not sufficient to promote conceptual understanding. Therefore, they are usually combined with textual information in instructional designs
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APA:
Keller, S., & Habig, S. (2022). Chapter 2. Supporting Spatial Thinking in Organic Chemistry Through Augmented Reality—An Explorative Interview Study. In Advances in Organic Chemistry Education Series (Eds.), Student Reasoning in Organic Chemistry. (pp. 19-35).
MLA:
Keller, Sebastian, and Sebastian Habig. "Chapter 2. Supporting Spatial Thinking in Organic Chemistry Through Augmented Reality—An Explorative Interview Study." Student Reasoning in Organic Chemistry. Ed. Advances in Organic Chemistry Education Series, 2022. 19-35.
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