Chemical Alias: An Engaging Way To Examine Nomenclature

Kurushkin, Mikhail; Mikhaylenko, Maria

doi:10.1021/acs.jchemed.5b00244

Cited by 10 publications

(9 citation statements)

References 9 publications

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“…Their responses and interpretations revealed that the use of educational games in the teaching process helps students to learn and improve certain skills, as well as increase their academic success and knowledge retention. The students listed the benefits of educational games:  They make the lesson more entertaining  They promote collaboration among students  They encourage active student participation  They increase motivation towards the lesson  They make lessons enjoyable and attract attention to the topic  They encourage effective communication among students  They facilitate learning and provide visual learning  They enable students to express themselves  They help students to reinforce their knowledge by reviewing the topics  They keep students engaged in the material  They empower students to correct their own mistakes  They enable to overcome challenges  They boost students' self-confidence Similar to those found in this study, many studies in the related literature on using games to teach various topics [2,3,4,5,7,8,15,17,18,19,20,21,22,23,24,32,35,37,38] report that teaching with games enhances students' motivation as well as increases their motivation, promotes active participation in lessons and the development of positive attitudes, and makes lessons more entertaining and pleasant.…”

Section: Conclusion and Discussionsupporting

confidence: 68%

The Effect of Using Educational Games in Teaching Kingdoms of Living Things

Selvi¹,

Çoşan²

2018

ujer

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This study aims to investigate the effects of using scientific educational games in teaching Kingdoms of Living Things on students' academic achievement and retention of knowledge. The study also assessed students' perceptions of these educational games. 68 ninth grade students constitute the study group of this research. In the school in which the instruction was carried out two ninth grade classes were randomly assigned as experimental group and control group. The implementation of the study lasted seven weeks as three lesson hours per week. The same method of lecturing was carried out in the experimental and control groups. Review of the topics was made by researcher through the question-answer method and giving the activities in the textbook as homework in the control group. In the experimental group, educational games were used to review, reinforce and assess the topics. At the end of the study the score of posttest and the retention test implemented six month after showed a significant difference in favor of experimental group. The results put forth that educational games enhance students' achievement and are an effective tool in providing the retention of new knowledge. Within the scope of the study, the experimental group students' views on the use of educational games were obtained at the end of implementation, which were generally positive. The students found the games informative, entertaining and reinforcing their learning, and stated that they are effective in enabling the retention of new knowledge, promoting collaboration with their peers, and increasing their interest and motivation for learning.

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Section: Conclusion and Discussionsupporting

confidence: 68%

The Effect of Using Educational Games in Teaching Kingdoms of Living Things

Selvi¹,

Çoşan²

2018

ujer

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“…Given these difficulties, any teaching approach should focus on achieving a greater degree of student involvement and intellectual commitment to learning. This could be achieved, for example, by motivating students and highlighting their learning through the use of educational games, as proposed in this research. − …”

Section: Periodic Table Teachingmentioning

confidence: 99%

A Game-Based Approach To Learning the Idea of Chemical Elements and Their Periodic Classification

et al. 2016

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In this paper, the characteristics and results of a teaching unit based on the use of educational games to learn the idea of chemical elements and their periodic classification in secondary education are analyzed. The method is aimed at Spanish students aged 15−16 and consists of 24 1-h sessions. The results obtained on implementing the teaching unit are assessed with a focus on the development of students' understanding of the topics covered and their perceptions toward the role of games in the learning process. The data collection methods used included a learning assessment test (administered before the unit was started and one month after completion of the unit) and a questionnaire to assess the students' learning experience. As a complementary method to acquire data, the teacher keeps a diary. The main conclusion was that students progressed significantly in the areas of learning related to knowledge of the Periodic Table and its nature and history, but a lower level of progress was found in the application of knowledge and the use of evidence to draw conclusions. Furthermore, to some extent, the teaching unit helps to overcome learning difficulties associated with the study of this subject. In addition, most responses to the questionnaire indicated that students who followed the teaching unit with games achieved statistically better final results than those in the control group, who followed a traditionally taught program. A positive assessment was provided by students concerning the role of games in the proposed unit, and there were also positive perceptions regarding the influence of games on learning and their potential to encourage participation in the classroom. Finally, this research identifies a new type of educational resource, namely task involving play (TIP), that can be defined as intermediate between play and game scenarios. The TIPs may include artistic or technological creations by the student, and they allow the student to play an active role in the learning process. Such tasks help students to improve their learning through educational games, and they can be perceived as intermediate in terms of their simplicity, usefulness, attractiveness, and interest with respect to educational games.

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“…In recent years educational games have been adopted by many educators at the college level to tackle the difficulties they encounter in the classroom. Various chemistry games rooted deeply in specific areas of chemistry have been previously presented in this journal. − Retrosynthetic Rummy displays the scope of total synthesis and the various types of reactions in a clear and fun way. Memorizing the members of the groups on the periodic table would otherwise prove to be a substantial effort without introducing ChemPoker .…”

Section: Introductionmentioning

confidence: 99%

Acid–Base Poker: A Card Game Introducing the Concepts of Acid and Base at the College Level

Zhang

2017

J. Chem. Educ.

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A card game has been developed to illustrate acids and bases to first-year general chemistry students. The game offers an enjoyable method to practice categorizing acids and bases. In this game, which is adapted from Texas Hold'em, a player uses his/ her knowledge of the properties of acids and bases to try to make the highest possible rank with five cards. The game can be used as a method to engage students at an early stage of chemical education, providing a different perspective from the textbook and a broad view of the acid−base properties of chemical compounds. This game sparked interaction and communication during a classroom trial, and suggests that card games can be an effective and entertaining way to help college students learn some aspects of general chemistry.

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Chemical Alias: An Engaging Way To Examine Nomenclature

Cited by 10 publications

References 9 publications

The Effect of Using Educational Games in Teaching Kingdoms of Living Things

The Effect of Using Educational Games in Teaching Kingdoms of Living Things

A Game-Based Approach To Learning the Idea of Chemical Elements and Their Periodic Classification

Acid–Base Poker: A Card Game Introducing the Concepts of Acid and Base at the College Level

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