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2-D vs. 3-D: The role of mental image processing

2-D vs. 3-D: The role of mental image processing. Ramon Lopez Physics and Space Sciences Florida Institute of Technology Melbourne, FL. 2-D representations of 3-D Phenomena.

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2-D vs. 3-D: The role of mental image processing

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  1. 2-D vs. 3-D: The role of mental image processing Ramon Lopez Physics and Space Sciences Florida Institute of Technology Melbourne, FL

  2. 2-D representations of 3-D Phenomena • Introductory physics has many inherently 3-D phenomena, particularly magnetism and the relationship to electric current • These concepts are generally taught using 2-D representations

  3. 2-D drawings in textbooks can cause confusion • Students often say that at point P there is no electric or magnetic field • This standard diagram may introduce more misconceptions than it resolves (Ambrose et al., 1999)

  4. Study of student interpretation of 2-D and 3-D representations of the substorm current wedge • Students were presented 2-D and 3-D representations of a current system and asked to determine the resulting magnetic perturbation • Analysis of the interviews showed that the processing of mental images, especially rotations, was the major difficulty for the students

  5. Sample from the interview • Interviewer:When you looked at it in 3D, how did it match what you were thinking when you were looking at the 2D picture in the book? • Student 6:The current, it matched very well. It is very much what I expected. But being able to rotate the image in the simulation and not having to do it in my mind…you can look at the picture and say what is going to happen from this picture, whereas in the book you have to keep that in mind then from that figure out the effect. • Interviewer: So, you were having some difficulty with envisioning it in 3D and rotating it in your mind? • Student 6:Yes, having to switch back and forth between what it looks like and what is it going to do. It takes a lot more effort than if you can just focus on what is it going to do and the effects it is going to have. Whereas in 3D image, you can set up the situation you want and then ask what is it going to do. So, it is one thing to think about at a time.

  6. Implications for classroom practice • Concepts that require mental processing of 3-D information (e.g., rotations) will be difficult for students if only 2-D representations are used • One example from physics is determining the net force and torque on a loop of wire in a magnetic field - magnetic moments

  7. Anecdotal Results • Students commented on the utility of the visualization in helping them understand • Significantly fewer students expressed no understanding of the concept • A well designed study should be conducted to determine real impact on student learning

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