Applied Computational Chemistry for the Blind and Visually Impaired

Wedler, Henry B.; Cohen, Sarah R.; Davis, Rebecca L.; Harrison, Jason G.; Siebert, Matthew R.; Willenbring, Dan; Hamann, Christian S.; Shaw, Jared T.; Tantillo, Dean J.

doi:10.1021/ed3000364

Cited by 63 publications

(74 citation statements)

References 11 publications

(10 reference statements)

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“…This approach requires no particular programming knowledge and allows students and educators to materialize and visualize structure properties such as isomerism, conformers, reaction mechanisms, point groups and chirality. Furthermore, the realization of 3D-printed models might represent a helpful tool for blind and visually impaired (BVI) students 27 to visualize and confer spatial meaning to virtual models.…”

Section: ■ Conclusionmentioning

confidence: 99%

Three Dimensional (3D) Printing: A Straightforward, User-Friendly Protocol To Convert Virtual Chemical Models to Real-Life Objects

et al. 2015

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A simple procedure to convert protein data bank files (.pdb) into a stereolithography file (.stl) using VMD software (Virtual Molecular Dynamic) is reported. This tutorial allows generating, with a very simple protocol, threedimensional customized structures that can be printed by a low-cost 3D-printer, and used for teaching chemical education topics. With the use of the free licensed and multiplatform software, colored input geometries can be obtained by a simple-click modification procedure in order to generate .obj and .mtl files. An easy protocol to create personal .pdb files for 3D-printing technology is also reported.

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Section: ■ Conclusionmentioning

confidence: 99%

Three Dimensional (3D) Printing: A Straightforward, User-Friendly Protocol To Convert Virtual Chemical Models to Real-Life Objects

et al. 2015

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“…According to Drs. Henry Wedler and Cary Supalo, who are both scientists with blindness who have dedicated themselves to making science more accessible for students with visual impairments, hands-on learning is crucial in science education for students with visual impairments (Wedler et al, 2012;Supalo, Dwyer, Eberhart, Bunnag, & Mallouk, 2009). Their personal science learning experiences inform the importance of providing tactile materials and assistive technologies when teaching science to students with visual impairments.…”

Section: Introductionmentioning

confidence: 99%

Hands-on Science Camp for K-12 Students in Taiwan Who Are Blind or Visually Impaired

Chiu¹

2020

JSESD

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The Yuan T. Lee Foundation Science Education for All (YTLF) has implemented a science camp for students with visual impairments in central Taiwan since 2009. The implementation of the camp serves as an informal science education practice model that informs curriculum design and development , personnel preparation and organization, as well as perceptions toward students with visual impairments. This article gives an overall introduction to the implementation of the camp in addition to the ideas and the outcomes.

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“…15,16 In addition, Tantillo and co-workers reported accommodations that have been made in a computational−theoretical chemistry laboratory for blind students. 17 Pereira and co-workers reported using sonified infrared spectra and how they were interpreted by blind and low-vision students. 18 Pereira and co-workers also reported a web portal, which blind students can use to process molecular structures.…”

Section: ■ Introductionmentioning

confidence: 99%

Adapting Advanced Inorganic Chemistry Lecture and Laboratory Instruction for a Legally Blind Student

et al. 2015

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In this article, the strategies and techniques used to successfully teach advanced inorganic chemistry, in the lecture and laboratory, to a legally blind student are described. At Fairfield University, these separate courses, which have a physical chemistry corequisite or a prerequisite, are taught for junior and senior chemistry and biochemistry majors. A student earns a separate grade in each the lecture (three credits) and the laboratory course (two credits). An overview of the course topics is given, followed by general accommodations and specific approaches that were used. Student assistants were very helpful and provided extra support for the blind student. Student assistants were utilized for the laboratory course, problem sets, and exams. Specific examples and detailed explanations of approaches that were helpful to the legally blind student throughout the entire course are provided. The legally blind student benefited from extensive, verbal description of complexes, figures, and diagrams. In addition, the student benefited from tactile description of figures and models. The student assistants and extra office hours were essential for the blind student to succeed and excel in advanced inorganic chemistry. The approaches discussed in this paper are the product of immediate and continual feedback from the student over the course of the semester. The student would frequently comment after class that he followed the lesson or was confused, and the latter comment elicited experimentation with different approaches.

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Applied Computational Chemistry for the Blind and Visually Impaired

Cited by 63 publications

References 11 publications

Three Dimensional (3D) Printing: A Straightforward, User-Friendly Protocol To Convert Virtual Chemical Models to Real-Life Objects

Three Dimensional (3D) Printing: A Straightforward, User-Friendly Protocol To Convert Virtual Chemical Models to Real-Life Objects

Hands-on Science Camp for K-12 Students in Taiwan Who Are Blind or Visually Impaired

Adapting Advanced Inorganic Chemistry Lecture and Laboratory Instruction for a Legally Blind Student

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