To understand chemical reactions, it is essential to visualize the molecules involved in the reaction. To help with this process, G. N. Lewis introduced Lewis structures in 1916 to represent the elements and their bonding sequence in a compound. Since that time, Lewis structures have become a foundational idea for understanding chemistry. Given their role, it is important to understand the aspects of Lewis structure creation that students struggle with, and in particular, the cognitive load that their generation induce. To explore these concepts, we conducted paper and electronic test that asked students to create a series of Lewis structures; simultaneously, the load on the subject was determined by measuring heart rate changes. Data were collected from students enrolled in general chemistry, organic chemistry, and senior chemistry classes. This poster will present our results and discuss future directions.

Understanding the cognitive load generated by constructing Lewis structures

249th National Meeting (2015)

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