The relation of representational competence and conceptual knowledge in female and male undergraduates

Background

Representational competence is commonly considered a prerequisite for the acquisition of conceptual knowledge, yet little exploration has been undertaken into the relation between these two constructs. Using an assessment instrument of representational competence with vector fields that functions without confounding topical context, we examined its relation with N = 515 undergraduates' conceptual knowledge about electromagnetism.

Results

Applying latent variable modeling, we found that students' representational competence and conceptual knowledge are related yet clearly distinguishable constructs (manifest correlation: r = .54; latent correlation: r = .71). The relation was weaker for female than for male students, which could not be explained by measurement differences between the two groups. There were several students with high representational competence and low conceptual knowledge, but only few students with low representational competence and high conceptual knowledge.

Conclusions

These results support the assumption that representational competence is a prerequisite, yet insufficient condition for the acquisition of conceptual knowledge. We provide suggestions for supporting learners in building representational competence, and particularly female learners in utilizing their representational competence to build conceptual knowledge.

Supplementary Information

The online version contains supplementary material available at 10.1186/s40594-023-00435-6.

The Students' Perceptions Using 3DChemMol Molecular Editor for Construction and Editing of Molecular Models

The paper presents a study in which 54 university students were introduced to a newly developed, free, web-based 3DChemMol molecular editor with a toolbar, which they then evaluated. The tool aims to increase representational competence related to submicroscopic representations. Students who used the software for the first time, were instructed to create molecular models using the model building/editing tools in three activities with varying levels of difficulty: 1) building a simple model (butanoic acid), 2) converting one model (hexane) into two models, 3) converting from a non-cyclic to a cyclic structure (glucose). It took students from two up to 15 minutes to accomplish each of the activities. Several types of help were available in the 3DChemMol molecular editor toolbar to assist students during their activities, including a video tutorial, button hovering, action status display, and a help menu. Undo/redo and restart options were also available. Students' completion level, difficulties, and use of the help features were investigated using student self-evaluation questionnaires. The 3DChemMol molecular editor proved to be a useful support for students in completing simple chemistry activities. Students were successful in model building, although they encountered some specific difficulties, especially in steps that involved spatial operations, such as rotating the selected part of molecule around the bond. In students' perception, the video tutorials were the preferred and most frequently used type of help, and the undo function was considered essential. The results suggest that the 3DChemMol molecular editor can be used effectively in introductory chemistry courses at the tertiary level, whether for direct instruction, self-study, or other forms of support in the pedagogical process. The results and new findings of this study will be used to further optimize the interface in future versions of the evaluated tool.