Tactile Models for the Visualization, Conceptualization, and Review of Intermolecular Forces in the College Chemistry Classroom

Lee, Deborah Bromfield; Beggs, Grace A.

doi:10.1021/acs.jchemed.0c00460

Cited by 9 publications

(15 citation statements)

References 24 publications

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“…Further examples of the development of accessible resources in chemistry include building in flexibility and choice within the program, 39 , 41 using 3-dimensional tactile models, 42 , 43 applying computer vision to laboratory operations such as titrations, 44 using software to describe chemical phenomena such as color changes, 45 and using QR code labels and audio commentaries for commonly used chemistry laboratory apparatus. 46 …”

Section: Recommendationsmentioning

confidence: 99%

The Future of Laboratory Chemistry Learning and Teaching Must be Accessible

et al. 2022

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This commentary is a call to make the future of chemistry laboratories accessible and inclusive. We draw from research and lived experience to put forward a list of recommendations for laboratory-based teaching. Our authorial team includes undergraduate and postgraduate chemistry students, graduate teaching assistants, teaching-focused and traditional research and teaching academics, and a Diversity Equality Inclusion (DEI/EDI) academic expert. We all have lived experiences of disability, chronic illness, neurodivergence, and other marginalizations related to race, religion, sexuality, or other characteristics. We believe that laboratory-based chemistry learning environments, teaching, assessment, and resources should be accessible to all students and staff.

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Section: Recommendationsmentioning

confidence: 99%

The Future of Laboratory Chemistry Learning and Teaching Must be Accessible

et al. 2022

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“…In addition, the recent literature suggests that games, which include tactile learning methods, promote encoding of new concepts into memory , and may be appropriate as a teaching tool for students who learn best through “hands-on” activities on a wider scale . Some examples of this include three-dimensional models for visualizing and conceptualizing intermolecular forces or 3D printing, which is used in many chemistry-education settings, such as the learning of periodic trends …”

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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“…They represent static molecular structures and are incapable of showing molecular interactions such as attraction and repulsion between molecules . To overcome such limitations, modified physical models are devised with magnets or Velcro. − For example, with magnetic molecular models, students can feel haptic feedback when molecular models come close to attracting or repulsing each other. These modified physical models have the potential to teach the structures and interactions of molecules without involving sophisticated computer applications.…”

Section: Introductionmentioning

confidence: 99%

Students’ Use of Magnetic Models to Learn Hydrogen Bonding and the Formation of Snowflakes

et al. 2023

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Magnetic molecular models help students explore molecular structures and interactions. In this study, we investigated how pairs of students used magnetic models to explore hydrogen bonding and the 6-fold symmetry of snowflakes. Fourteen first-year students enrolled in a chemistry unit participated in pairs. Students' interactions with the magnetic models and their peers were video recorded and later transcribed. Students' hand-drawn diagrams, verbal explanations, and gestures were used to evaluate students' conceptual understanding. Students showed distinctly different patterns of interaction depending on their prior knowledge of hydrogen bonding and how they socially interacted. Pairs with alternative prior understanding of hydrogen bonding relied on prompts while using magnetic models to feel the attraction and repulsion between two water molecules. They then constructed a tetrahedral structure and discussed its similarities with the branches of snowflakes. Pairs with a better understanding of hydrogen bonding interacted more with each other, used magnetic models to create ring structures, and explained their similarities with the 6-fold symmetry of snowflakes. Despite gaining a new understanding of hydrogen bonding, most student pairs' explanations did not extend to the massive 3D expansion of molecular structures to form a snowflake. Educators should consider the affordances of magnetic models and students' group dynamics when teaching molecular interactions to explain macroscopic-level phenomena.

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Tactile Models for the Visualization, Conceptualization, and Review of Intermolecular Forces in the College Chemistry Classroom

Cited by 9 publications

References 24 publications

The Future of Laboratory Chemistry Learning and Teaching Must be Accessible

The Future of Laboratory Chemistry Learning and Teaching Must be Accessible

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

Students’ Use of Magnetic Models to Learn Hydrogen Bonding and the Formation of Snowflakes

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