000			02227nam a22002657a 4500
005			20231030112046.0
008			231030b ||||| |||| 00| 0 eng d
022			_a0021-9584
037			_bRIEBPL Library
082			_a540.7
100			_a Ryan L. Stowe and Brian J. Esselman
245			_a The Picture Is Not the Point: Toward Using Representations as Models for Making Sense of Phenomena _b(Journal Article) _c
260			_aWashington, United States _b:American Chemical Society _c,January 10, 2023
300			_a 15-21 p.
490			_aAmerican Chemical Society, Volume 100, Issue 1
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- Organic chemistry students are routinely bombarded with an array of specialized representations (e.g., electron-pushing mechanisms, Newman projections, chair conformations). For practicing chemists, the purpose of representing aspects of a system is to enable prediction or explanation of phenomena. For students, the purpose of drawing and translating between representations is often much less clear. Commonly, “draw the thing” is treated as the end-goal of instruction and assessment. We agree with a chorus of science education scholars that learning science should not be materially different from doing science. With respect to representations, that means that students should use representations for the purpose of attending to and visualizing the components of a system salient to a productive explanation or prediction. Here, we encourage the community to reflect on how and why representations are integrated into their organic chemistry courses. Are drawing and translating between representations treated as ends unto themselves, or are they part of an ensemble of activities directed at understanding why phenomena unfold as they do? We are hopeful that the conversations this commentary provokes help us move toward using representations as models for sensemaking.
650			_aAmides,
650			_aEnergy,
650			_aOrganic chemistry,
650			_aStudents,
650			_aTesting and assessment
856			_u https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.2c00464
942			_cPER
999			_c44644 _d44643