@article{babilonia-rosa_kuo_oliver-hoyo_2018, title={Using 3D printed physical models to monitor knowledge integration in biochemistry}, volume={19}, ISSN={["1109-4028"]}, DOI={10.1039/c8rp00075a}, abstractNote={Noncovalent interactions determine the three-dimensional structure of macromolecules and the binding interactions between molecules. Students struggle to understand noncovalent interactions and how they relate to structure–function relationships. Additionally, students’ difficulties translating from two-dimensional representations to three-dimensional representations add another layer of complexity found in macromolecules. Therefore, we developed instructional resources that use 3D physical models to target student understanding of noncovalent interactions of small molecules and macromolecules. To this effect, we monitored indicators of knowledge integration as evidenced in student-generated drawings. Analysis of the drawings revealed that students were able to incorporate relevant conceptual features into their drawings from different sources as well as present their understanding from different perspectives.}, number={4}, journal={CHEMISTRY EDUCATION RESEARCH AND PRACTICE}, author={Babilonia-Rosa, Melissa A. and Kuo, H. Kenny and Oliver-Hoyo, Maria T.}, year={2018}, month={Oct}, pages={1199–1215} }
 @article{oliver-hoyo_babilonia-rosa_2017, title={Promotion of Spatial Skills in Chemistry and Biochemistry Education at the College Level}, volume={94}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.7b00094}, abstractNote={Decades of research have demonstrated the correlation of spatial abilities to chemistry achievement and career selection. Nonetheless, reviews have highlighted the need and scarcity of explicit spatial instruction to promote spatial skills. Therefore, the goal of this literature review is to summarize what has been done during the past decade in chemistry and biochemistry education to promote spatial skills at the college level. In this review, we compare and contrast how these fields of study have used external representations and visualization tools in their instructional practices as well as the kinds of interventions and assessment efforts directed to promote and evaluate spatial skills. Our findings show that explicit instruction to promote spatial skills has been on the rise but not at the level of other cognitive skills. Therefore, implications for teaching and potential areas for investigation are suggested.}, number={8}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Oliver-Hoyo, Maria and Babilonia-Rosa, Melissa A.}, year={2017}, month={Aug}, pages={996–1006} }