Designing Element T-shirts: Spelling with the Periodic Table

Palmer, Julie; Brosnick, Lisa

doi:10.1021/ed082p517

Cited by 7 publications

(5 citation statements)

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“…Instead, students are encouraged to browse the periodic table on their own and become familiar with names and symbols in a playful way. In this regard, the activity’s pedagogy is similar to those published earlier, ,,, but it utilizes in addition the concept of atomic mass. It might still be useful to point out to students that the combinations given, and those that they will come up with, are not actual compounds or indicative of how elements actually combine.…”

Section: Discussionmentioning

confidence: 90%

“…Similar to the activities described in “Write Your Name in Chemistry”, or designing T-shirts students are asked to find a combination of elements symbols which, put together in the right order, resembles their first, middle, or last name. What is not suggested in these activities is the added instructional benefit when students are asked to calculate a molar mass for their combination of symbols.…”

Section: Activitymentioning

confidence: 99%

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How Heavy Are You? Find the Answer in the Periodic Table

Woelk

2015

J. Chem. Educ.

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In a classroom or take-home activity, students are challenged to write their name as a combination of chemical-element symbols and calculate “their” molar mass. Age-appropriate versions ranging from middle school to entry-level college classes are discussed. Acceptable molar-mass suggestions may be used in a competition for the heaviest combination or weighed against a preset value derived from the teacher’s name. The activity is suited for exploring information provided with the periodic table at times when atomic and molar masses are first introduced.

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Section: Discussionmentioning

confidence: 90%

Section: Activitymentioning

confidence: 99%

How Heavy Are You? Find the Answer in the Periodic Table

Woelk

2015

J. Chem. Educ.

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“…FYPE is an adaptation of other activities based on the use of chemical symbols to write words and names, − which we have properly revisited and adapted to ensure that students do carry out autonomous and incidental learning while having fun. Even more, the purpose of this activity is not only for students to understand chemical concepts but also for them to acquire soft skills and approach this subject without fear and/or insecurity.…”

Section: Activitymentioning

confidence: 99%

“Find Your Personal Elements”: An Engaging Approach to Introducing Chemistry to Secondary School Students

et al. 2021

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Creative educational methodologies capable of engaging students in interactive, enjoyable learning help to lessen students' anxieties and motivate them. In this context and with the objective of making easier the learning of the chemical symbols and periodic table as well as introducing the concept of chemical formula, we have designed the activity called FYPE (Find Your Personal Elements). Conceived not as a game but as a fun and entertaining activity to introduce chemistry to secondary students, FYPE has been found to be very motivating. It is aimed at eighth-grade students (13−14 years old), corresponding to the second course of Compulsory Secondary Education in Spain, when the first contact of our students with chemistry as an independent subject occurs. FYPE is composed of three complementary and consecutive parts: (i) writing your "chemical name", (ii) a flash presentation, and (iii) an art exhibition. It takes place over a month and a half, ending with an open activity in the main hall of the high school in which parents and relatives also participate, making this activity go beyond the classroom. In a pleasant way, the concept of chemical formula is easily understood by the students, who also discover for themselves many elements that they had never heard of. The students' perception of the activity was assessed by means of a survey and found to be very positive, with a score of 8.20 (maximum 10). The result showed that 77% of the students considered FYPE to be "great fun", and 82% of them admitted that FYPE "had helped them to get to learn about elements that they did not know existed". Around 60% found that "chemistry is more interesting than I had thought". The positive perception of this activity is even slightly higher for female students than for male students.

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“…The first type focuses on memorization of chemical names, symbols, and their positions in the periodic table using mnemonic strategies with the purpose of remembering content (including encoding, organization, and association) . Examples include word-forming games, − crosswords, drawings, songs, and card games. ,, The second type emphasizes understanding and use of the periodic table. Such games use generative learning strategies as they must help students to conceptualize, understand, and apply some in-depth aspects related to this subject and therefore imply reasoning and changes at a deeper and more significant level.…”

Section: Introductionmentioning

confidence: 99%

“Atomizados”: An Educational Game for Learning Atomic Structure. A Case Study with Grade-9 Students with Difficulties Learning Chemistry

Gambero

Mariscal

2023

J. Chem. Educ.

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Alternative teaching methodologies are required for grade-9 students diagnosed with difficulties learning chemistry. This study examines the progress made in learning atomic structure by 11 Spanish Students Diagnosed with Learning Difficulties (SDLD, experimental group), including those with poor academic performance, specific learning difficulties in reading, writing, and mathematics, attention deficit hyperactivity disorder, and borderline intellectual disability according to the Spanish curriculum. The study was conducted as part of the Program for Improving Learning and Performance (PMAR) and utilized the game “Atomizados”, specifically designed for this purpose. A written test on atomic structure was used to evaluate learning with three learning levels established (naïve, transitional, and informed). The findings indicate that 63.63% of the SDLD (experimental) achieved an informed learning level (understanding the internal structure of the atom) as a result of utilizing a generative learning strategy. The Mann–Whitney U test demonstrated that this learning was statistically significantly greater than that achieved by other students diagnosed with learning difficulties who did not use the game (SDLD control group). No significant differences were found between the SDLD experimental group and two other groups of grade-9 students with no learning difficulties (NSDLD control groups). However, differences were detected between SDLD (control) and NSDLD (control) in favor of the latter groups. The average for these control groups was a transitional level (identifying some elements of the atomic structure) in the best cases. SDLD (experimental) exhibited a very positive perception of the game’s influence on learning chemistry, highlighting its attractiveness, interest, and potential for generating classroom participation.

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Designing Element T-shirts: Spelling with the Periodic Table

Cited by 7 publications

References 0 publications

How Heavy Are You? Find the Answer in the Periodic Table

How Heavy Are You? Find the Answer in the Periodic Table

“Find Your Personal Elements”: An Engaging Approach to Introducing Chemistry to Secondary School Students

“Atomizados”: An Educational Game for Learning Atomic Structure. A Case Study with Grade-9 Students with Difficulties Learning Chemistry

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