Networked Instructional Chemistry: Using Technology To Teach Chemistry

Abstract

Networked multimedia microcomputers provide new ways to help students learn chemistry and to help instructors manage the learning environment. This technology is used to replace some traditional laboratory work, collect on-line experimental data, enhance lectures and quiz sections with multimedia presentations, provide prelaboratory training for beginning nonchemistry- major organic laboratory, provide electronic homework for organic chemistry students, give graduate students access to real NMR data for analysis, and provide access to molecular modeling tools. The integration of all of these activities into an active learning environment is made possible by a client-server network of hundreds of computers. This requires not only instructional software but also classroom and course management software, computers, networking, and room management. Combining computer-based work with traditional course material is made possible with software management tools that allow the instructor to monitor the progress of each student and make available an on-line gradebook so students can see their grades and class standing. This client-server based system extends the capabilities of the earlier mainframe-based PLATO system, which was used for instructional computing. This paper outlines the components of a technology center used to support over 5,000 students per semester.

Exploring visuospatial thinking in chemistry learning

“…These tools have unique capabilities that enable students to visualize imperceptible chemical entities (e.g., molecules and atoms) that may not be accessible by traditional instructional methods (Beckwith & Nelson, 1998;Hurwitz & Abegg, 1999;Kozma, 1991;Smith & Stovall, 1996). To present how visualization tools address specific learning difficulties, this section is organized by types of tools, including concrete models, animation and simulation, and computer-based visualization tools.…”

A Web-Based Chemistry Course as a Means To Foster Freshmen Learning

“…This new medium facilitates communication among teachers and students worldwide and allows transfer of information with unprecedented speed and freedom from time and geographical barriers. The Internet and the WWW are used as a source of scientific data and theoretical information (12-14), a tool for designing learning environments (11,(15)(16)(17), integrating virtual models (18), and creating learning communities (19)(20)(21)(22)(23)(24)(25).While teaching the properties of substances and how they react, chemistry educators identified three levels of understanding: macroscopic, microscopic, and symbolic (26-29). Nakhleh and Krajcik (5) argued that there are four interconnected representational systems: the macroscopic system, microscopic system, symbolic system, and the algebraic system, in which the relationships of matter are presented and manipulated using formulas and graphs.…”

“…This new medium facilitates communication among teachers and students worldwide and allows transfer of information with unprecedented speed and freedom from time and geographical barriers. The Internet and the WWW are used as a source of scientific data and theoretical information (12)(13)(14), a tool for designing learning environments (11,(15)(16)(17), integrating virtual models (18), and creating learning communities (19)(20)(21)(22)(23)(24)(25).…”

As tecnologias interativas no ensino

“…Para ter um impacto na aprendizagem, estes programas ou CD-ROMs devem ser completos, representando uma parte significativa de uma determinada disciplina. Porém, o que se observa é que estes programas educacionais tendem a ser uma coletânea de programas fragmentados em tópicos isolados e muitas das vezes sem conexão entre si 50 . Por exemplo, o "Journal of Chemical Education" tem para venda uma coleção de programas e CD-ROMs destinados exclusivamente ao aprendizado individual do estudante fora da sala de aula.…”