Projects - ASPSS: Alternative Strategies for Problem Solving in Science

Description
Visualization is presumed critical for student success in science, but relatively little evidence is known about its form and function for genuine learning and problem solving. Rather, the bulk of evidence for visualization in science has been derived from correlations between measures of visuo-spatial ability and science achievement. In contrast, several studies have shown how science experts employ visualization on genuine tasks.

The ASPSS project explores new theoretical frameworks regarding the role of visualization and diagrammatic reasoning at multiple levels of science learning. Using these frameworks, the project aims to inform new instructional approaches for high school and college chemistry. The project employs mixed-methods using measures of individual differences in visuo-spatial ability, reaction time measures, concurrent verbal protocols, and gestural analysis.

Thanks to funding from NSF, work on the project has yielded a rich database of strategies used by experts and students to problem solve in organic chemistry. Using quasi-experimental studies we have documented how men and women approach spatial reasoning with different strategies in this domain. Most importantly, we have been able to show that strategy-based interventions, taught by collaborator, Bonnie L. Dixon at UMCP, can eliminate long-standing sex differences in achievement in this domain. For more information, see our published studies on the publications page.