Students in chemistry often demonstrate difficulty with the principle of resonance. Despite many attempts to mitigate this difficulty, there have been few attempts to examine the root cause of these issues. In this study, students were assessed for their perception of Kekulé structures based on perceptual learning theory, which is grounded in cognitive mechanisms of visual perception. The data from this assessment shows that students are perceiving inappropriate clues from this representation, which infers that the image itself might be an impediment to learning about resonance. Employment of a metarepresentational competence approach was used to address these misperceptions.

中文翻译：

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使用感知学习理论的镜头检查学生对Kekulé共振表示的理解

化学专业的学生经常表现出共振原理的困难。尽管已进行了许多尝试来减轻这种困难，但很少有尝试来检查这些问题的根本原因。在这项研究中，根据感知学习理论对学生对Kekulé结构的感知进行了评估，该理论基于视觉感知的认知机制。评估的数据表明，学生从这种表示中发现了不适当的线索，这表明图像本身可能是学习共振的障碍。使用元表征能力方法来解决这些误解。