Integration of molecular modeling into General Chemistry lab encourages students to dually process molecular concepts both verbally and pictorially. When students are tested utilizing questions not previously encountered the dual processing of information can contribute to a transfer to knowledge. General Chemistry students utilized molecular modeling in lab and a comparison of a treatment and nontreatment group during two semesters is presented for a pretest, posttest, and on semester exam questions. The treatment group tested significantly higher than the nontreatment group on both the posttest and semester exam questions related to molecular concepts illustrating that there was a transfer of knowledge.
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