ReviewJACS Au2022
The Complexity of Reasoning about and with Chemical Representations.
Review in JACS Au, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- From prompt engineering to modeling: secondary science teachers' use of generative AI to engineer sweetener molecules.Chemistry education research and practice : CERP · 2026Article
- Characterizing Student Reasoning with Multiple Representations of Molecular Structure.JACS Au · 2026Article
- Chemistry Teachers' Perception of Students' Difficulties in Reading and Drawing Chemical Structures.Journal of chemical education · 2026Article
- Prompt Engineering for Organic Chemistry Education: A Digital Loom-Based Approach.Methods in molecular biology (Clifton, N.J.) · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
External visual representations of chemical entities and processes (chemical representations) play a critical role in chemical thinking and practice. They support reasoning by serving as bridges between the macroscopic world and the chemical models that help us make sense of the properties and behaviors of substances in our surroundings. Consequently, many chemistry education research studies have been carried out to explore and foster students' representational competency in our discipline. Nevertheless, in this Perspective I argue that investigations in this area would benefit from a more in-depth analysis of how the distinctive characteristics of chemical representations affect student reasoning. I identify four dimensions of variation in these representations (iconicity, quantitativeness, granularity, dimensionality) that affect students' ability to interpret, connect, generate, and use chemical representations. I discuss how these features influence the unpacking or packing of information during different types of tasks, affecting sense-making and perceptual competency. Implications for chemistry education research and practice are considered.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.