Continuous symmetry and chemistry teachers: learning advanced chemistry content through novel visualization tools

Tuvi-Arad, Inbal; Blonder, Ron

doi:10.1039/c001046b

Cited by 29 publications

(29 citation statements)

References 54 publications

(48 reference statements)

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“…; and so on. The use of quantitative descriptors of symmetry—the Continuous Symmetry Measure (CSM)—has already proven very useful in identifying and understanding a host of symmetry‐related phenomena, and some encouraging indications for its usefulness in protein structure analyses exist. For instance, Keinan et al .…”

Section: Introductionmentioning

confidence: 99%

The near‐symmetry of proteins

Bonjack-Shterengartz

Avnir

2015

Proteins

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The majority of protein oligomers form clusters which are nearly symmetric. Understanding of that imperfection, its origins, and perhaps also its advantages requires the conversion of the currently used vague qualitative descriptive language of the near-symmetry into an accurate quantitative measure that will allow to answer questions such as: "What is the degree of symmetry deviation of the protein?," "how do these deviations compare within a family of proteins?," and so on. We developed quantitative methods to answer this type of questions, which are capable of analyzing the whole protein, its backbone or selected portions of it, down to comparison of symmetry-related specific amino-acids, and which are capable of visualizing the various levels of symmetry deviations in the form of symmetry maps. We have applied these methods on an extensive list of homomers and heteromers and found that apparently all proteins never reach perfect symmetry. Strikingly, even homomeric protein clusters are never ideally symmetric. We also found that the main burden of symmetry distortion is on the amino-acids near the symmetry axis; that it is mainly the more hydrophilic amino-acids that take place in symmetry-distortive interactions; and more. The remarkable ability of heteromers to preserve near-symmetry, despite the different sequences, was also shown and analyzed. The comprehensive literature on the suggested advantages symmetric oligomerizations raises a yet-unsolved key question: If symmetry is so advantageous, why do proteins stop shy of perfect symmetry? Some tentative answers to be tested in further studies are suggested in a concluding outlook.

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Section: Introductionmentioning

confidence: 99%

The near‐symmetry of proteins

Bonjack-Shterengartz

Avnir

2015

Proteins

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“…-Finland (6), Estonia (7), and the Netherlands (9), ranked among the top 10 countries, and are denoted in green. -Czech Republic (21), and Portugal (30) are in places [21][22][23][24][25][26][27][28][29][30] and are denoted in orange. -Sweden (35), Slovakia (37), Greece (40), Turkey (41), and Serbia (42) are in places [35][36][37][38][39][40][41][42] and are denoted in blue.…”

Section: Participantsmentioning

confidence: 99%

“…5 Using technology [20] in chemistry teaching requires computers and the internet to promote knowledge and understanding by use of animations, videos, simulations, and molecular visualization tools [21] developed for chemistry education. This requires understanding abstract concepts at the submicroscopic level, using technology that can support students' understanding.…”

Section: Pedagogical Approach In Teaching High-school Chemistrymentioning

confidence: 99%

Factors Affecting the Study of Chemistry in Different Countries Around the World: Findings from an International Survey

Blonder

Mamlok‐Naaman

2019

Israel Journal of Chemistry

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Improving teaching and student learning in chemistry classrooms is an important goal that is constantly researched. Several comparative studies of science teaching have been carried out on different parameters, e. g. misconceptions which science teachers and students may have regarding the scientific concepts they learn and teach. Here we describe science teaching in general, and chemistry teaching in particular, in 12 countries including Israel. Different parameters are compared, including the hours that are devoted to science, the subjects included, the pedagogy, and teachers' salaries. The survey covers all school levels: elementary school, secondary school and high school. At the high-school level, the comparison focused on chemistry studies. In this study the variances variables, such as the hours that are allocated for science teaching, did not show an appreciable effect on students' achievements. It was also found that, in countries where chemistry studies at the highschool level are not mandatory, innovative pedagogies are more likely to replace the traditional chemistry teaching methods where chemistry is taught according to the structure of the subject based on basic concepts that underlie the curriculum. The study provided an additional support to the importance of the professional development of science and chemistry teachers and suggest that the autonomy that is given to them could influence the quality of science teaching and students' achievements.

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“…The term ICT describes the integration of telecommunication, computers, software and audio‐visual systems to allow users to create, access, store, transmit, and manipulate any type of . The internet provided a new way to access information on chemicals, chemical processes, applications and corresponding discussions, or on learning environments about them . Accumulated evidence showed that using appropriate technologies in the school science laboratory offers new ways to enhance the learning of scientific ideas.…”

Section: Changes In the Chemistry Curriculummentioning

confidence: 99%

The Influences of Global Trends in Teaching and Learning Chemistry on the Chemistry Curriculum in Israel

Mamlok‐Naaman

Taitelbaum²

2019

Israel Journal of Chemistry

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I this paper, we survey and focus on developments in the chemistry curriculum in Israel over the past 70 years, as influenced by changes and reforms in the curricula around the world and specifically in the United States, by political, cultural and socio-economic factors, scientific and technological innovations, and theories and studies in learning and teaching. The mentioned studies refer also to the influence of the learners, the teachers, the content, the pedagogy of teaching and learning both in and out of school, and the assessment of students' achievement on the curriculum changes. Three periods of changes are discussed in the chemistry curriculum in Israel, from the 1960s to the beginning of the 21 st century, as influenced by the above factors.

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Continuous symmetry and chemistry teachers: learning advanced chemistry content through novel visualization tools

Cited by 29 publications

References 54 publications

The near‐symmetry of proteins

The near‐symmetry of proteins

Factors Affecting the Study of Chemistry in Different Countries Around the World: Findings from an International Survey

The Influences of Global Trends in Teaching and Learning Chemistry on the Chemistry Curriculum in Israel

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