Increasing Interactivity and Authenticity of Chemistry Instruction through Data Acquisition Systems and Other Technologies

Abstract

Interactivity and inquiry-based learning science are effective ways of helping students overcome their perception of chemistry as an alien and abstract topic and instead approach the subject as a creative way of understanding ideas and applying mastered concepts to new contexts. Data acquisition systems are an extremely useful form of educational technology that can be used alone or in conjunction with other technologies to bring about active learning and enable students to move beyond memorization to the verification strategies and knowledge base they need to successfully master chemistry concepts. This article describes the use of data acquisition systems and analysis software in combination with other technologies such as electronic response systems and online video. The technologies were used for laboratory activities, online learning, and lecture hall demonstrations and allowed for cross-disciplinary experiments. They also brought an element of interactivity to each instructional setting that proved to be an excellent avenue for engaging student interest and ensuring comprehension of chemistry topics.

Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

“…Dozens of research publications show examples of how 3DMV and data processing tools have been integrated into chemistry curriculums worldwide. The possibilities and challenges that they offer for science education have also been studied extensively (Pfennig and Frock, 1999;Mahaffy, 2004;Jones, et al, 2005;Ramos and Fernandes, 2005;Xie and Tinker, 2006;Geldenhuys, et al, 2007;Burkholder, et al, 2008;José and Williamson, 2008;Toplis, 2008;Angeli and Valanides, 2009;Tofan, 2009;Venkataraman, 2009;Abraham, et al, 2010;Tuvi-Arad and Blonder, 2010;Battle, et al, 2011;Evans and Moore, 2011;Kang and Kang, 2011;Kim, et al, 2011;Linenberger, et al, 2011;Milner-Bolotin, 2012;Ruddick, et al, 2012;Wedler, et al, 2012;Avramiotis and Tsaparlis, 2013;Krause, et al, 2013;Ziegler, 2013;Al-Balushi and Al-Hajri, 2014;Ochterski, 2014;Springer, 2014;Lukas, et al, 2019). 3DMV tools and animations improve conceptual understanding and spatial abilities of students.…”

Inexpensive Miniature Programmable Magnetic Stirrer from Reconfigured Computer Parts

“…The usefulness of programmable devices and microcontrollers in chemical education is well established, − with in-house fabricated equipment such as photometers, , colorimeters, syringe pumps, pH meters, , PCR thermal cyclers, data acquisition devices, and potentiostats, , proving inexpensive relative to use of desktop computers and commercial instruments. These low cost, simple instruments permit a 1:1 device to student ratio that can redefine the learning experience and support students through hands-on design and construction. , A recent report demonstrated use of recycled computer parts to produce a magnetic stirrer, with the option of heating . However, the device is complex, requiring assembly of more than 35 parts, and it is not programmable.…”

Evidence-Based Research in STEM Teacher Education: From Theory to Practice

“…For example, there is ample research evidence that active engagement is important for STEM learning (Hake, 1998;Crouch and Mazur, 2001). However, in order to enact it in STEM classrooms, teachers have to acquire very specific skills, such as an ability to design and facilitate inquiry-driven activities, to use STEM-specific educational technologies, to implement inquiry-based labs and projects (Milner-Bolotin, 2004, 2012. In order to do that, teachers have to possess the necessary TPACK, to understand how and why these activities facilitate learning (the research evidence), and experience these learning environments first as learners and then to reflect on these experiences as future teachers (Milner-Bolotin et al, 2013.…”