This article presents 3 studies that examine how students and experts employ mental rotation and a learned heuristic to solve chemistry tasks that involve spatial information. Results from Study 1 indicate that despite instruction in analytical strategies, students choose to employ mental rotation on canonical assessment tasks. In Study 2, experts were observed to selectively employ analytical strategies for the same tasks. In Study 3, students who used mental rotation were trained to use analytical strategies with equal success. Collectively, the 3 studies address the affordances of alternative strategies in science and the potential role of each in the classroom.

M. Stieff

Learning and Instruction

As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.

Learning and Instruction is an international, multi-disciplinary, peer-reviewed journal that provides a platform for publishing the latest scientific research in the fields of learning, development, instruction, and teaching. The journal welcomes original empirical investigations and accepts a variety of theoretical perspectives and methodological approaches. The studies may involve participants of all ages, from infants to adults, and encompass a diverse range of learning and instructional settings, from laboratory experiments to field studies. The primary criteria for review and selection focus on the significance of the contribution to the field of learning and instruction and the rigor of the study.

《Learning and Instruction》是一本国际性、多学科的同行评审期刊，旨在为学习、发展、教学和教育领域的最新科学研究提供发表平台。期刊欢迎原创的实证研究，接受多种理论视角和不同的方法论。研究对象可以涵盖从婴儿到成人的各个年龄段，以及从实验室实验到实地研究的多样学习和教学环境。审稿和选择过程的主要标准是研究对学习和教学领域的贡献的重要性，以及研究的严谨性。

Category	Quartile
教育学	1
教育学, 教育学和教育研究	1
教育学, 心理学教育	1

Mental rotation and diagrammatic reasoning in science

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Journal Info

Category	Quartile
PSYCHOLOGY, EDUCATIONAL	1