Fun with Flags and Chemistry

Abstract

The purpose of this study is to present a learning activity that combines the simultaneous practice of geography and chemistry. It is a game activity based on the identification of national flags and colored molecules (from the famous CPK model), with an extension to the creation of imaginary flags from real, useful molecules for middle school, high school, and university classrooms. The goal of using a game is to motivate/involve learners, to encourage them to work and develop adaptability and responsiveness by practicing chemistry and geography components. The feedback received from students who participated in this exercise during the 2019−2020 academic year has been evaluated and shows an increase of motivation and critical thinking. The objective is to make students more aware of geopolitics, to engage discussion on their awareness of the world, and to prepare them to play an active role in it.

Rebalancing the Historical Female Underrepresentation in Education

“…The existence of a diversity deficit in the fields of Science, Technology, Engineering, and Mathematics (STEM) has prompted a lot of research and discussion about how to create a more diverse student body and workforce. The existence of a diversity [3][4][5][6][7] deficit in the disciplines of Science, Technology, Engineering, and Mathematics (STEM) has prompted a lot of research and discussion about how to create a more diverse student body and workforce. All students gain from connecting with various viewpoints when STEM faculties understand how to make use of diversity 8 .…”

“…DEIR (Diversity, Equality, Inclusion, and Respect) aims to ensure equal treatment and opportunities for all people by eliminating prejudice and discrimination. , The existence of a diversity − deficit in the fields of Science, Technology, Engineering, and Mathematics (STEM) has prompted a lot of research and discussion about how to create a more diverse student body and workforce. All students gain from connecting with various viewpoints when STEM faculties understand how to make use of diversity .…”

“…All students gain from connecting with various viewpoints when STEM faculties understand how to make use of diversity . Some authors have developed breakfast discussions about the success of women in science and team-based poster conference activities in order to give first-year chemistry students a framework to discuss inclusion and diversity, while others have developed activities relating to the color of CPK model molecules and national flags to open discussion on diversity and geopolitics . Also noteworthy are some engaging challenges or contests to promote women in science. − To cultivate an equitable and inclusive environment, instructors can exercise critical self-reflection on a regular basis, focus on students’ strengths rather than their deficiencies, develop a connection with each student as a person, employ best practices to engage a diverse student body, and recognize students’ potential as scientists .…”

Tournament Battle: Gamifying Bibliographic Research and Oral Argumentation Applied to Chemical Engineering Topics

“…(1) interactive teaching with new technology, such as the use of Augmented Reality [13][14][15][16] , video learning [17][18][19][20] or QR code [21][22][23] (2) gamification, using games [24][25][26][27][28][29][30][31][32] or trending ones such as escape games [33][34][35][36][37][38]19 or (3) more communication and systematic feedback 39 . To increase the "fun" aspect of the teaching, serious games 40 are a good solution as they permit the practice of communication, live feedback between students or from teachers, interaction and team building.…”

“…To ensure success, educators need to understand that Generation Y cannot be forced into the mold of past generations and to adopt new strategies that adapt education to this generation. In this aim, educators have focused on several core areas: (1) interactive teaching with new technology, such as the use of augmented reality, − video learning, − or QR code; − (2) gamification, using games − or trending ones such as escape games; ,− or (3) more communication and systematic feedback . To increase the “fun” aspect of the teaching, serious games are a good solution as they permit the practice of communication, live feedback between students or from teachers, interaction, and team building.…”