Nondirective information presentation for on-site safety training in chemistry experiments

Abstract

A chemistry experiment in a school should be conducted safely, yet provide an effective education. In this paper, we explore the impacts of a nondirective presentation on onsite safety training, particularly for experimental operations. The nondirective presentation is intended for a student's future independent operation by facilitating active thinking, which is realized by two aspects of presentation ambiguity: multiple interpretations of the content of a message and the message positioning on a table. Simulation-based experiments suggest that a message presented at a dedicated (static) area with a less semantically ambiguous message (Low semantic -High spatial ambiguities, LH) is the most appropriate combination of ambiguity levels compared to the other three combinations, LL, HL, and HH. Additionally, we examine the necessity of applying different levels relevant to the danger.

A Preliminary Study on Posing Questions during Operations for Safety Training in Chemistry Experiments

“…5, 10 and 30 seconds. The length of 10 seconds was determined based on our finding in [1] that it took about 10 seconds to comprehend message. Additionally, a control group is realized by skipping the first phase of the learning contents and by only providing the second phase contents.…”

“…We have proposed a tangible chemistry experiment support system that helps on-site safety training for the beginner to avoid danger [3], in which the most important design issues is to make students independent of the system in the future. Here, the core idea is to facilitate active thinking, and we have shown the effect of multiple presentations or ambiguities of a message for learning [1].…”