Abstract
Two experiments were carried out to investigate how remedial instruction may be given to students who have difficulties in visualizing the diagrammatic representation of a three-dimensional structure after the structure has been rotated. Experiment I demonstrated that two methods using models and diagrams were significantly better than a method that used only diagrams. The use of shadows with the models was significantly better than the use of models on their own. Experiment II investigated different ways of presenting a sequence of slides to demonstrate how the diagrams should be drawn to show changes in the diagrams as the structure rotates through small angles. The more effective method of changing the slides was one in which successive projected images dissolved into each other. The effectiveness of the programmes increased as the angle, through which the structure rotated for successive slides, decreased from 30° to 10°.
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