Problem solving versus molecular visualization abilities of college chemistry students

The relationship between problem solving and molecular visualization in college chemistry courses has been researched. A chemistry diagnostic questionnaire was designed to measure the skills of molecular visualization and problem solving. The two colleges sampled were Orange Coast Community College (OCC), and California State University Fullerton (CSUF). Students from an introductory chemistry class from OCC and CSUF were chosen, as well as students completing a year of general chemistry from CSUF. Results show that problem solving skills are not indicative of molecular visualization skills for students passing or failing college level chemistry. College level chemistry students show a greater aptitude for problem solving than for molecularly visualizing the microscopic world of chemistry. There was no distinct difference found among those students completing introductory chemistry and those completing a year of general chemistry. Spatial abilities of males and females in visualizing microscopic phenomena were not significantly different. Results showed that males and females performed similarly in problem solving and molecular visualization skills. Future research is suggested to adequately measure the molecular visualization abilities of college students taking chemistry.