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Two groups of second-year chemistry students taking organic chemistry (2020/21) participated: one used multimedia models, the other hands-on models. Lawson’s Classroom Test of Scientific Reasoning measured reasoning skills, while a Short-Answer Stereochemistry Test assessed stereochemistry understanding. Results show reasoning skills below the expected standard and a positive association between high reasoning and better stereochemistry understanding. Multimedia and hands-on models contributed equally, with multimedia tending to favor higher-reasoning students and hands-on models favoring lower-reasoning students.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-stereochemistry-with-multimedia-and-hands-on-models-the-relationship-between-studentsscientific-reasoning-skills-and-the-effectiveness-of-model-type/598427/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-stereochemistry-with-multimedia-and-hands-on-models-the-relationship-between-studentsscientific-reasoning-skills-and-the-effectiveness-of-model-type/598427.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching approaches are compared in the study?","Question",{"text":112,"@type":113},"The study compares stereochemistry teaching using multimedia models versus hands-on physical models as learning media.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are students’ scientific reasoning skills and stereochemistry understanding measured?",{"text":117,"@type":113},"Lawson’s Classroom Test of Scientific Reasoning measures scientific reasoning skills, while a Short-Answer Stereochemistry Test assesses students’ understanding of stereochemistry.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results show about the link between reasoning skills and stereochemistry understanding?",{"text":121,"@type":113},"Students with high scientific reasoning skills show better stereochemistry understanding than those with low reasoning levels.",{"name":123,"@type":110,"acceptedAnswer":124},"Do multimedia and hands-on models differ in effectiveness?",{"text":125,"@type":113},"Both multimedia and hands-on models show an equal contribution to stereochemistry understanding, but multimedia tends to favor students with high reasoning skills while hands-on models favor students with low reasoning skills.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},598427,1792192132,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DOI: [https://doi.org/10.26529/cepsj.1547](https://doi.org/10.26529/cepsj.1547)  \nTeaching Stereochemistry with Multimedia and Hands-On Models: The Relationship between Students’Scientific Reasoning Skills and The Effectiveness of Model Type  \nRooserina Kusumaningdyah1, Iztok Devetak2, Yudhi Utomo1, Effendy Effendy1, Daratu Putri1 and Habiddin Habiddin*3  \n• This paper presents an analysis of the use of multimedia and hands-on models on university students’ understanding of stereochemistry. The relationship between students’ scientific reasoning skills and their understanding of stereochemistry was also determined. Two groups of second-year chemistry students from the State University of Malang taking organic chemistry for the 2020/21 academic year participated in this study. One group of students experienced stereochemistry teaching using multimedia models and the other hands-on models as the learning medium. Lawson’s Classroom Test of Scientific Reasoning and ShortAnswer Stereochemistry Test were applied. The former was deployed to measure students’ scientific reasoning skills, while the latter was used to test their understanding of stereochemistry. The results revealed that the students’ scientific reasoning skills were significantly below the expected standard, falling in the low category. Students with high scientific reasoning skills exhibited a better understanding of stereochemistry than those with low levels. Both multimedia and hands-on models revealed an equal contribution towards students’ understanding of stereochemistry. Also, it suggests that multimedia models tend to favour students with high scientific reasoning skills, while hands-on models favour those with low skills.  \nKeywords: stereochemistry, pictorial representation, physical model, models, and modelling  \n1 Universitas Negeri Malang, Indonesia.  \n2 Faculty of Education, University of Ljubljana, Slovenia.  \n3 *Corresponding Author. Universitas Negeri Malang, Indonesia; [habiddin_wuni@um.ac.id](habiddin_wuni@um.ac.id).  \nPoučevanje stereokemije z multimedijo in s praktičnimimodeli: odnos med zmožnostmi naravoslovnega mišljenja pri študentih in učinkovitostjo vrste modela  \nRooserina Kusumaningdyah, Iztok Devetak, Yudhi Utomo, Effendy Effendy, Daratu Putri in Habiddin Habiddin  \n• 􀂥lanek predstavlja analizo uporabe multimedijskih in praktičnih mode-lov pri razumevanju stereokemije pri univerzitetnih študentih. Ugotovljena je bila tudi povezava med zmožnostmi naravoslovnega mišljenja študentov in njihovim razumevanjem stereokemije. V tej študiji sta sodelovali dve skupini študentov drugega letnika kemije z državne univerze v Malangu, ki so bili v študijskem letu 2020/21 študentje predmeta organska kemija. Ena skupina študentov je izkusila poučevanje stereokemije z uporabo multimedijskih modelov kot učnega medija, druga papraktičnih modelov kot učnega medija. Uporabljena sta bila Lawsonov test naravoslovnega mišljenja za uporabo v razredu in test iz stereokemije s kratkimi odgovori. Prvi je bil uporabljen za merjenje zmožnostinaravoslovnega mišljenja, drugi pa za preverjanje razumevanja stereokemije pri študentih. Rezultati so pokazali, da je bila stopnja zmožnostinaravoslovnega mišljenja študentov precej pod pričakovanim standardom in se uvršča v nižjo kategorijo. Študentje z višjo stopnjo zmožnostiso pokazali boljše razumevanje stereokemije kot učenci z nižjimi stopnjami zmožnosti. Multimedijski in praktični modeli so enako prispevali k razumevanju stereokemije pri študentih. Študija prav tako kaže, da so multimedijski modeli primernejši za študente z visokimi stopnjamizmožnosti naravoslovnega mišljenja, medtem ko so praktični modeli primernejši za študente z nižjimi stopnjami zmožnosti naravoslovnega mišljenja.  \nKljučne besede: stereokemija, slikovna predstavitev, fizični model, modeli, modeliranje  \nIntroduction  \nStereochemistry involves geometric isomerism, molecular conformation, and chirality. It is fundamental to an understanding of organic chem","cbCaisqMQcFMZWwf","https://ap.wps.com/l/cbCaisqMQcFMZWwf","pdf",304690,27,"English","# Introduction\n## Multimedia and hands-on models in stereochemistry teaching\n## Measuring scientific reasoning and stereochemistry understanding\n# Results and findings\n## Students’ scientific reasoning levels\n## Relationship between reasoning skills and stereochemistry understanding\n## Effects of model type","[{\"question\":\"What teaching approaches are compared in the study?\",\"answer\":\"The study compares stereochemistry teaching using multimedia models versus hands-on physical models as learning media.\"},{\"question\":\"How are students’ scientific reasoning skills and stereochemistry understanding measured?\",\"answer\":\"Lawson’s Classroom Test of Scientific Reasoning measures scientific reasoning skills, while a Short-Answer Stereochemistry Test assesses students’ understanding of stereochemistry.\"},{\"question\":\"What do the results show about the link between reasoning skills and stereochemistry understanding?\",\"answer\":\"Students with high scientific reasoning skills show better stereochemistry understanding than those with low reasoning levels.\"},{\"question\":\"Do multimedia and hands-on models differ in effectiveness?\",\"answer\":\"Both multimedia and hands-on models show an equal contribution to stereochemistry understanding, but multimedia tends to favor students with high reasoning skills while hands-on models favor students with low reasoning skills.\"}]","Teaching Stereochemistry with Multimedia and Hands-On Models - The Relationship between Students’Scientific Reasoning Skills and The Effectiveness of Model Type | PDF",1792086911,68]