Exploring Scientific Ideas in Informal Settings: Activities for Individuals with Visual Impairments

Abstract

Four new modules for the scientific education of individuals with visual disabilities are reported. Designed for informal settings, the modules are safe and inexpensive and last 10–15 min each. The module entitled The Sound and Feel of Data represents axes and data points with pipe cleaners and coins, respectively, allowing for a discussion of data presentation and trends without reliance on visual signals. The Conductivity of Materials module tactilely introduces concepts of electron flow in metallic, semiconducting, and insulating materials using marbles, followed by a sound volume representation of the conductivity of everyday objects. The Optical Lenses module uses rope segments secured to a corkboard to trace tactile ray diagrams representing the concept of focusing, diverging, and aberration in optical lenses. Finally, the Chemistry and Physics of Heat module uses the dissolution of ammonium nitrate and sodium sulfate in sealed plastic tubes as well as the crystallization of sodium acetate to describe endothermic and exothermic processes. The modules were tested during an event attended by 38 participants with visual impairments; answers to learning assessment questions as well as pre- and post-module surveys suggest that we were successful at introducing scientific concepts and generating interest in science. This work provides new ways to introduce science that are applicable to all learners, visually impaired or not.

QR Code Labels and Audio Commentaries for Commonly Used Chemistry Laboratory Apparatus: An Assisted Learning Experience for Visually Impaired Students

“…High school and undergraduate students with blindness or low vision are striving for knowledge. Various research reports present an assortment of chemistry learning modules for visually impaired students. − Yet, development of learning modules for visually impaired students continues to challenge high school and undergraduate chemistry teachers. , …”

Visualization without Vision – How Blind and Visually Impaired Students and Researchers Engage with Molecular Structures

“…Teke and Sozbilir recently addressed problems of symbolic representation that blind students experience when learning chemistry (Teke & Sozbilir, 2019). There is substantial literature aimed at enabling BVI individuals to participate in other aspects of chemistry not explicitly related to chemical (molecular) structure and other science, technology, engineering, and mathematics (STEM) fields; curious readers are directed to the following recent references for examples: (a) exploring chemistry topics in the formal classroom (Smith, 1981;Stender et al, 2016;Tombaugh, 1981) and laboratory settings (Andersen, 1982;Bromfield-Lee & Oliver-Hoyo, 2007;Flair & Setzer, 1990;JCE staff, 2000;Neppel, Oliver-Hoyo, Queen, & Reed, 2005;Supalo, Mallouk, Rankel, Amorosi, & Graybill, 2008; J. T. Wood & Eddy, 1996), (b) exploring chemistry topics in informal teaching settings (Kumar et al, 2018), (c) solving puzzles (Cady, 2012) and using interlocking toy building blocks, like Legos, to learn chemistry (Campbell, Miller, Bannon, & Obermaier, 2011;Cloonan, Nichol, & Hutchinson, 2011;Geyer, 2017;Melaku, Schreck, Griffin, & Dabke, 2016;Ruddick & Parrill, 2012;Witzel, 2002), (d) threedimensionally printed puzzle pieces for representing elements, ions, compounds, or chemical equations (Singhal & Balaji, 2019), (e) a musical electrochemical cell (Cady, 2014), (f) development of a BVI-accessible thermometer (Vitoriano et al, 2016), (g) science enrichment activities at National Federation of the Blind Youth Slams and science camps Wedler et al, 2014), (h) approaches aimed at secondary school education (Supalo et al, 2016). For an excellent case study of a student with blindness successfully completing a chemistry laboratory course, see the recent report in this very Journal (Michael & Wohlers, 2019).…”