Interlocking Toy Building Blocks as Hands-On Learning Modules for Blind and Visually Impaired Chemistry Students

Abstract

Interlocking toy building blocks (e.g., Lego) as chemistry learning modules for blind and visually impaired (BVI) students in high school and undergraduate introductory or general chemistry courses are presented. Building blocks were assembled on a baseplate to depict the relative changes in the periodic properties of elements. Modules depicting the electron configuration of an element and molecular orbital theory were also constructed. Modules were presented as a hands-on learning experience for a group of BVI students followed by a survey. Modules were also presented as classroom demonstration for an undergraduate general chemistry class of sighted students.

Histology for the Visually Impaired: A Study Applying Models at Universities in Spain and Brazil

“…The other 5 stated that the model is not a necessity but works as a complement that optimizes the class. Our results corroborate the idea presented by other studies (García et al, 2019;Gould et al, 2019) that state that graphic representations that are essentially assimilated by sight can also be perceived by touch and that a VI person depends on touch to form spatial concepts and create internal images (Melaku et al, 2016). When models were used as an aid to learning contribution, as in question 4, acceptance was unanimous among the investigated students, who considered this resource as a strong ally in the process of teaching and learning morphological disciplines.…”

Visualization without Vision – How Blind and Visually Impaired Students and Researchers Engage with Molecular Structures

“…As one navigates from element to element, patterns emerge, patterns that chemists use in teaching general chemistry to undergraduates and to inform their research (Scerri, 2007). Melaku et al developed modules involving interlocking toy building blocks like Legos to teach BVI individuals PTE trends-such as atomic radii, ionization energies, electronegativities-and molecular orbitals in homonuclear diatomic molecules ( Figure 3) (Melaku et al, 2016).…”

“…Teke and Sozbilir recently addressed problems of symbolic representation that blind students experience when learning chemistry (Teke & Sozbilir, 2019). There is substantial literature aimed at enabling BVI individuals to participate in other aspects of chemistry not explicitly related to chemical (molecular) structure and other science, technology, engineering, and mathematics (STEM) fields; curious readers are directed to the following recent references for examples: (a) exploring chemistry topics in the formal classroom (Smith, 1981;Stender et al, 2016;Tombaugh, 1981) and laboratory settings (Andersen, 1982;Bromfield-Lee & Oliver-Hoyo, 2007;Flair & Setzer, 1990;JCE staff, 2000;Neppel, Oliver-Hoyo, Queen, & Reed, 2005;Supalo, Mallouk, Rankel, Amorosi, & Graybill, 2008; J. T. Wood & Eddy, 1996), (b) exploring chemistry topics in informal teaching settings (Kumar et al, 2018), (c) solving puzzles (Cady, 2012) and using interlocking toy building blocks, like Legos, to learn chemistry (Campbell, Miller, Bannon, & Obermaier, 2011;Cloonan, Nichol, & Hutchinson, 2011;Geyer, 2017;Melaku, Schreck, Griffin, & Dabke, 2016;Ruddick & Parrill, 2012;Witzel, 2002), (d) threedimensionally printed puzzle pieces for representing elements, ions, compounds, or chemical equations (Singhal & Balaji, 2019), (e) a musical electrochemical cell (Cady, 2014), (f) development of a BVI-accessible thermometer (Vitoriano et al, 2016), (g) science enrichment activities at National Federation of the Blind Youth Slams and science camps Wedler et al, 2014), (h) approaches aimed at secondary school education (Supalo et al, 2016). For an excellent case study of a student with blindness successfully completing a chemistry laboratory course, see the recent report in this very Journal (Michael & Wohlers, 2019).…”

Teaching labs for blind students: equipment to measure standing waves on a string

“…In the literature, there is ample evidence of the great challenge that material adaptations constitute so that blind students can discuss, participate and feel included in conventional academic activities carried out by the rest of the students [14,15,17,18,19,20,21,22]. However, making improvements so that blind students can participate in a physics laboratory is a requirement today.…”