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‘Seeing’ chemistry: investigating the contribution of mental imagery strength on students’ thinking in relation to visuospatial problem solving in chemistry

DOI: 10.1039/d4rp00234b
Baade, L., Kartsonaki, E., Khosravi, H., & Lawrie, G. A. (n.d.). ‘seeing’ chemistry: investigating the contribution of mental imagery strength on students’ thinking in relation to visuospatial problem solving in chemistry. Chemistry Education Research and Practice, 26(1), 65–87. doi:10.1039/D4RP00234B

Abstract

Effective learning in chemistry education requires students to understand visual representations across multiple conceptual levels. Essential to this process are visuospatial skills which enable students to interpret and manipulate these representations effectively. These abilities allow students to construct mental models that support problem solving and decision making, improving their understanding of complex concepts, for example chemical structures and reactions. The impact of individual differences in mental imagery, such as aphantasia and hyperphantasia, on chemistry students’ spatial thinking when engaging with visual representations is not well understood. This paper presents two exploratory studies that examine how the vividness of mental imagery is related to student outcomes in chemistry-related visuospatial problem solving. The first study quantitatively assessed the performance of first-year university students in tasks requiring complex visual and spatial reasoning within a chemistry context. The second study, involving the same participants, used qualitative interview data to investigate their cognitive strategies with a focus on how their mental imagery impacts their problem-solving approaches. Preliminary results suggest that the vividness of students’ visual mental imagery did not significantly impact their ability to spatially reason with visual representations in chemistry. Our findings also indicate that students with aphantasia may employ alternative strategies that mitigate their lack of visual mental imagery. This paper highlights the need for further research into the diversity of cognitive mechanisms employed by chemistry students of varying mental imagery capabilities.

Authors

  • Lauren Baade1
  • Effie Kartsonaki1
  • Hassan Khosravi1
  • Gwendolyn A. Lawrie1

Understanding Mental Imagery in Chemistry Education

Overview/Introduction

Chemistry education often involves interpreting complex visual representations, such as molecular structures and reactions. To navigate these, students rely on visuospatial skills—the ability to visualize and manipulate objects in space. However, individual differences in mental imagery, like aphantasia (lack of visual imagery) and hyperphantasia (extremely vivid imagery), may affect how students engage with these tasks. This study explores how the vividness of mental imagery influences chemistry students' problem-solving abilities.

Methodology

The research consisted of two studies involving first-year university chemistry students:
  • Study 1: A quantitative assessment using digital tasks to evaluate students' visuospatial reasoning abilities. Participants completed tasks designed to test their mental rotation and spatial visualization skills.
  • Study 2: Qualitative interviews with a subset of participants to delve deeper into their cognitive strategies and how they use mental imagery in problem-solving.

Key Findings

  • Mental Imagery Vividness: Surprisingly, the vividness of mental imagery did not significantly impact students' ability to solve spatial problems in chemistry.
  • Alternative Strategies: Students with aphantasia often used alternative strategies, such as verbal reasoning, to compensate for their lack of visual imagery.
  • Task Performance: While vivid mental imagery was associated with slower processing times, it did not necessarily lead to better accuracy in solving spatial tasks.

Implications

  • Teaching Strategies: Educators should consider diverse teaching methods that accommodate different cognitive styles. Rather than focusing solely on visual strategies, incorporating verbal and analytical approaches may benefit students with varying mental imagery abilities.
  • Assessment Design: When designing assessments, educators should be mindful of the potential disadvantages faced by students with aphantasia, especially in timed tasks.

Limitations

  • Sample Size: The study's small sample size limits the generalizability of the findings. Future research with larger, more diverse groups is needed.
  • Self-Reported Data: Reliance on self-reported measures of mental imagery could introduce bias. Objective measures, like neuroimaging, might provide more accurate insights.
  • Longitudinal Changes: The study assumes mental imagery abilities remain constant over time, but further research could explore how these skills develop.
In conclusion, while vivid mental imagery is commonly thought to aid in chemistry problem-solving, this study suggests that students can succeed using a variety of cognitive strategies. Educators are encouraged to foster an inclusive learning environment that supports all students, regardless of their mental imagery capabilities.