Group theory, as a branch of mathematics, is a systematic approach to examining the symmetry of physical systems through abstract algebra. Its terminology and representations persist throughout chemistry anywhere spatial distribution or motion has an impact on the phenomenon of interest, for example crystallography, bonding theories, and vibrational and rotational spectroscopy.  The traditional instructional strategies for group theory depend heavily on a learner’s untaught or innate capacity for visuospatial reasoning, which excludes some learners from successful learning pathways. However, experts routinely apply dynamic and complex strategies involving both imaginistic and analytic approaches to check and cross-check solutions.<br/><br/>Our instructional strategy combines early diagnostic testing on visuospatial reasoning with Process Oriented Guided Inquiry Learning (POGIL) activities in an instructional setting which emphasises personalisation and critical reflection at multiple stages of learning. The activities combine both analytic and imaginistic approaches, which are stated and restated through a series of models.  Our approach has shown to be successful for learners regardless of their initial visuospatial aptitude. We have subsequently reorganised curriculum, learning environments, and associated written and oral summative assessment which emphasises personalisation and learner choice. This presentation will detail the intervention and assessment, providing exemplars, and drawing on a recent qualitative study on learner perceptions of these strategies.

Adapting instructional strategies: Visuospatial reasoning, personalisation, critical reflection and responsive assessment in group theory

ACS Spring 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.