STEP - Introduction to Subject Teaching: Chemistry and ICT

Johannes Pernaa, Ph. Lic.

Researcher: The Unit of Chemistry Education, Department of Chemistry

CEO: Edumendo – Advanced Learning and Visualization Oy

- Lectures- Group sessions

Lectures and groupworks

Lectures:

– Visualizations in chemistry

– Models and modeling in chemistry

– ICT tools:

• Concept mapping

• Molecular modeling

• Simulations

• Animations

• www

– Practical work

Group session: Portable ICT teaching environment

– Cmap tools → Concept maps

– Jmol → Molecular modeling

– www -resources for simulations

– Chemsense → Animations

Objectives

Students learn to plan teaching and guiding studying

while taking into account

– The curriculum

– Research based approach

Approach: Intoduction to theories and scientific literature that lay Approach: Intoduction to theories and scientific literature that lay

behind the meaningful use of ICT in chemistry educationbehind the meaningful use of ICT in chemistry education..

Students develop preparedness to

– the use multifaceted tools and ICT

– control of interactional situations and

– reflect on their own development as a teacher

Approach:Approach: Exercises and ICT -tool workshop.Exercises and ICT -tool workshop.

Goals !!!

Chemistry ICT-tools via USB-stick

Almost 75 % of teachers say that it is difficult to use ICT in

schools, because there is no:

– Softwares or

• Softwares are too expensive

• Softwares are difficult to use

– Time and energy to search solutions

– ICT maintenance is poorly executed

Ok, fair enough, let's solve this problem:

Take an USB -memory stick along

– Build a portable ICT teaching environment to USB -stick,

which can can be used in every computer (even public)

with very small resources.

– This is a free plug and play type of a solution for ICT use.

Session 1

Visualization in chemistry

Visualizations are a central element in

all communication and learning

Different visualizations:

– Visual: picture, graph

– Gestural: gesture

– Mathematical: mathematical symbols, equations

– Verbal: written or spoken words

– Concrete: plastic molecular model

Reference: Tversky, 2005

Nature of Chemistry

Chemistry is a difficult discipline to teach and learn

Macro, submicro and symbolic level

References: Gabel, 1999; Johnstone, 1993

Models and modeling in chemistry

Essential tools and a way of thinking in chemistry

Chemists use models in every phase in modern chemistry

– hypothesis

– explanations

– representations of processes, phenomenon and results

A link between theoretical and practical chemistry

Reference: Justi & Gilbert, 2002

A model concept

Student's three levels of model understanding

– models are toys or they represent an exact copy of

reality

– a certain purpose, but still represent reality

– created as a tool for scientific purposes

Reference: Grosslight, 1991

Models in education

Researchers find models vital in education

Students need to learn:

– Possibilities and limitations of models

– How to construct their own model

– To understand the concept of model

• Ontological status

Reference: Gilbert et al., 2000

Concept maps (1)

Novak, J., 1970, Cornell university

Ausubels assimilation theory (1968)

Reference: Novak, 1998

Concept maps (2)

1. Focus question

2. List 5-10 concepts

3. Find the main concept

4. Organize the questions under the main concept

5. Make propositions

6. Find crosslinks

7. Evaluate and continue map designing (for ever)

http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm

Concept mapping exercise

Cmap tools software

About 10 concepts related to device below

Topic: Water chemistry

Session 2

Practical work in chemistry

History

– Early 1800 century

– Professors performed the actual work

– Students observed

– Justus von Lieblig was one of the pioneers

Nowadays

– An essential element in chemistry education

– Agreed by teachers and researchers

– Central role also in chemistry curriculum

Session 3

Molecular modeling (1)

Concentrates on modeling single molecules or small

static systems.

Molecular modeling software allow user to:

– build molecules,

– calculate geometries,

– energies and

– visualize properties

The user interface enable grab, rotate, and zoom

features.

Molecules can be visualized in 3D with different models

Reference: Aksela & Lundell, 2008

Molecular modeling (2)

Why:

– Support teaching

– Support learning

– 3D visualizing skills

– Motivating

– Modern tool

– Curriculum aspects

What:

– Orbitals

– Shape

– Energy

– Isomerism

– Chemical bondReference: Aksela & Lundell, 2008

Simulations and animations

Differ from molecular modeling by portraying dynamic

processes

Simulations are interactive vs animations are not

– Simulations base on real data

– Animations are purely a modelers model

Develops students' mental models more dynamic

A lot of material avalable from the Internet

– language

– accuracy

– quality

References: Tasker & Dalton, 2006; Vermaat et al., 2003

Pedagogically meaningful animations

Short

– illustrating one concept under 60 seconds

The understanding is supported through narration or text,

Clear user interface

Content is tested with students and experts

2D vs 3D

– http://www.helsinki.fi/kemianluokka/yksikko/bents_reson.mov

– http://www.youtube.com/watch?v=Mer8RFcGDvk

Reference: Burke et al., 1998

Session 4

Web-based learning environment design

Cmap tools concept map works as a web page base

Lets add graphical design

Images

Animations

Notes

Summary and conclusions

In the last session....

References

Aksela, M., & Lundell, J. (2008). Computer-based molecular modelling: Finnish school teachers experiences and views. Chemistry Education Research and Practice, 9, 301-308.Burke, K. A., Greenbow, T. J., & Windschitl, A. (1998). Developing an Using Conceptual Computer Animations for Chemistry instruction. Journal of Chemical Education, 75(12), 1658-1661.Gabel, D. (1999). Improving Teaching and Learning through Chemistry Education Research: A Look to the Future. Journal of Chemical Education, 76(4), 548-553.Gilbert, J. K., Boulter, C. J., & Elmer, R. (2000). Positioning Models in Science Education and in Design and Technology Education. In J. K. Gilbert, & C. J. Boulter (Eds.), Developing Models in Science Education (pp. 3-18). Dordrecht: Kluwer Academic Publishers.Grosslight, L., Unger, C. Jay, E., & Smith, C.L. (1991). Understanding Models and their Use in Science: Conceptions of Middle and High School Students and Experts. Journal of Research in Science teaching, 28(9). 799–822. Johnstone, A. H. (1993). The Development of Chemistry Teaching: A Changing Response to Changing Demand. Journal of Chemical Education, 70 (9), 701–705.Justi, R., & Gilbert, J. (2002). Models and Modelling in Chemical Education. Kirjassa J.K. Gilbert, O. De Jong, R. Justi, D. Treagust, & J. van Driel (Toim.) Chemical Education: Towards Research Based Practice (s.47-68). Dordrecht, Kluwer Academic Publishers.Novak, J. D. (1998). Learning, creating, and using knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Mahweh, NJ: Lawrence Erlbaum Associates.Tasker, R. & Dalton, R. (2006). Research into practice: Visualization of the molecular world using animations. Chemistry Education Research and Practice, 7 (2), 141-159Tversky, B. (2005). Prolegomenon to scientific visualizations. Kirjassa J. K. Gilbert (Toim.), Visualization in Science Education (s. 29-42). Dordrecht: Springer..Vermaat, J. H., Kramers-Pals, H., & Schank, P. (2003). The use of animations in chemical education. In Paper presented at the international convention of the association for educational communications and technology, Anaheim, CA, USA, October 22-26, 2003.