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3D Object-Based Card-Sorting: A Method for Eliciting Multimodal Reasoning in Chemistry.

Robin Morgenstern1, Samuel Pazicni1, Sarah A Swineheart1

  • 1Department of Chemistry, University of WisconsinMadison, Madison, Wisconsin 53706, United States.

Journal of Chemical Education
|October 20, 2025
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Summary

This study presents 3D object-based card sorting, a new method to analyze students' multimodal reasoning in chemistry using molecular models. It makes spatial thinking and embodied cognition in chemistry education more visible and analyzable.

Keywords:
Chemistry Education ResearchFirst-Year Undergraduate/GeneralGeneral PublicHands-On Learning/ManipulativesInorganic ChemistryMolecular Properties/StructureSecond-Year UndergraduateTesting/AssessmentUpper-Division Undergraduate

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Area of Science:

  • Chemistry Education Research
  • Cognitive Science
  • Spatial Cognition

Background:

  • Traditional card sorting methods have limitations in capturing multimodal reasoning.
  • Understanding students' spatial reasoning in chemistry is crucial for complex concepts like molecular symmetry.

Purpose of the Study:

  • To introduce and evaluate 3D object-based card sorting as a novel method for analyzing students' multimodal reasoning in chemistry.
  • To explore how students reason about spatially complex chemical concepts using manipulable molecular models.

Main Methods:

  • Developed a 3D object-based card sorting task incorporating physical or virtual molecular models.
  • Collected and analyzed multimodal data, including gestures, model manipulation, and verbal reasoning from student interviews.
  • Evaluated methodological integrity using the Journal Article Reporting Standards for Qualitative Research in Psychology.

Main Results:

  • The method generated rich, multimodal data capturing fine-grained, process-level reasoning.
  • Data provided insights into students' conceptual and epistemological resources during categorization.
  • 3D object-based card sorting effectively made students' reasoning more visible and analyzable.

Conclusions:

  • 3D object-based card sorting offers new research opportunities in spatial thinking, representation use, and embodied cognition in chemistry.
  • The method has significant implications for both research and classroom applications in chemistry education.
  • This approach enhances the analysis of multimodal student reasoning in science education.