Categorization of visualization tools in aspects of chemical research and education

Abstract Chemistry is an experimental science whose research subjects are often not directly available within the close dimensions of a time or space. To optimize a particular teaching process or research, it is necessary to visualize phenomena, processes, or objects. Consequently, visualization is significant to problem solving in research and teaching. Visualization is applicable in those situations when it is required to reduce the dimensions of experimental objects to given numbers and values accessible to direct experience. In educational practice, this is related to one of the following situations: (1) the experiment is too long or too short; (2) the dimensions of the examined object are too small or too large; (3) the environment of the experiment is not accessible; (4) the parameters of the experiment or its effects are not directly available to the observer's senses; (5) there is a need for multiple revisions of the experiment; (6) the experiment is difficult to arrange or revise effectively; (7) the experiment is dangerous; (8) the experiment is too expensive; etc. The presentation of models of physicochemical processes and phenomena, models of atoms and molecules, and mechanisms of reaction, as well as experimental data and their mathematical models, provides a basis for considering the formulation of correct conclusions. The appropriate choice of visualization algorithms is decisive of the effectiveness of theoretical analyses. The main aspect of visualization is obviously its application to teaching or research. Thus, the choice of techniques depends on whether it is used for recognition, explanation, memorization, inspiration, or motivation. In research, the importance as well as area of usefulness of three main categories of visualization have also been established. These categories are: illustration—relating to the presentation of an existing picture of object; representation—the presentation of an image assigned to an object; and visualization—related to the presentation of an image created for the object. Research work on preparing means for visualization confirms that, depending on the particular aspect of categorizing visualization, it may be useful, as well, to assign additional criteria such as dimensions, degree, functions, methodological contexts, experimental relationship, and medial effectiveness into visualization. In recent years, at the Institute of Chemical Education of Poznan's Adam Mickiewicz University such research was undertaken. Its main aim was to determine the educational effectiveness of different types of chemical visualizations. Methods for the visualization of chemical issues were developed and a series of original video and animation sequences presenting different aspects of chemical visualization prepared. Interactive Internet instructions sets were produced and methods of visualization categorized. Effectiveness in using different types of chemical visualizations was estimated. © 2002 Wiley Periodicals, Inc. Int J Quantum Chem, 2002