Visual skills in the arts and their potential in chemistry education

The necessity of visuals in chemistry underscores the importance of representational competence in chemistry education, which encompasses the ability to interpret and generate visual representations. Yet, chemistry does not have a tradition of training students directly in the general skills of visual analysis or drawing. The challenges faced by students in understanding complex visuals could be addressed by looking for parallels in other disciplines. In this study, we used the parallel processes framework to explore the shared cognitive skills between chemistry and two arts disciplines: fine arts and art history. By exploring how observation, analysis, modelling, and interpretation function in both fields using an action-research approach, we propose three parallel processes: visual analysis, visuospatial reasoning, and drawing. We then designed activities based on these skills for a focus group with science instructors to provide insight into their potential and feasibility for post-secondary classrooms. We show the need for diverse teaching approaches, particularly in interpreting three-dimensional representations, and the importance of scaffolding visual analysis activities. Overall, this research contributes to the ongoing discourse on representational competencies in science education.