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Орлик, С. Н.; Ostapyuk, V. A.; Alekseenko, L. M.

doi:10.1023/a:1019613204397

Cited by 3 publications

(5 citation statements)

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“…A characteristic of a large number of activities in the unit is that they are competetive in nature, such as the World Cup game. Overall, it appears that the teaching unit that includes a number of educational games and tasks involving play is perceived as a positive factor in the learning process of the students who participated in the experimental group, thus reinforcing the proposals made by various authors in previous studies. ,,,, …”

Section: Discussionmentioning

confidence: 99%

“…Some of the tasks involve building a model or drawing. The results obtained show that these tasks helped students to improve their learning in the same way as educational games. ,,, However, the perception of students about TIP is intermediate in terms of an assessment of their simplicity, utility, attractiveness, and interest when compared to educational games, many of which are the tasks that were valued the most. Further work on these tasks is required to make them more simple, useful, attractive, and interesting.…”

Section: Discussionmentioning

confidence: 99%

“…Given these difficulties, any teaching approach should focus on achieving a greater degree of student involvement and intellectual commitment to learning. This could be achieved, for example, by motivating students and highlighting their learning through the use of educational games, as proposed in this research. − …”

Section: Periodic Table Teachingmentioning

confidence: 99%

“…Games are also commonly used to raise levels of interest and to ensure that students participate actively in the learning process. Indeed, Orlik carried out a comprehensive study on active methodologies for the teaching of science in general, and chemistry in particular, and found the use of games to be one of the most important approaches. In fact, an inherent characteristic of games is the challenging nature of their rules and aims, which often consist of a personal challenge or some competitive goal.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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A Game-Based Approach To Learning the Idea of Chemical Elements and Their Periodic Classification

et al. 2016

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In this paper, the characteristics and results of a teaching unit based on the use of educational games to learn the idea of chemical elements and their periodic classification in secondary education are analyzed. The method is aimed at Spanish students aged 15−16 and consists of 24 1-h sessions. The results obtained on implementing the teaching unit are assessed with a focus on the development of students' understanding of the topics covered and their perceptions toward the role of games in the learning process. The data collection methods used included a learning assessment test (administered before the unit was started and one month after completion of the unit) and a questionnaire to assess the students' learning experience. As a complementary method to acquire data, the teacher keeps a diary. The main conclusion was that students progressed significantly in the areas of learning related to knowledge of the Periodic Table and its nature and history, but a lower level of progress was found in the application of knowledge and the use of evidence to draw conclusions. Furthermore, to some extent, the teaching unit helps to overcome learning difficulties associated with the study of this subject. In addition, most responses to the questionnaire indicated that students who followed the teaching unit with games achieved statistically better final results than those in the control group, who followed a traditionally taught program. A positive assessment was provided by students concerning the role of games in the proposed unit, and there were also positive perceptions regarding the influence of games on learning and their potential to encourage participation in the classroom. Finally, this research identifies a new type of educational resource, namely task involving play (TIP), that can be defined as intermediate between play and game scenarios. The TIPs may include artistic or technological creations by the student, and they allow the student to play an active role in the learning process. Such tasks help students to improve their learning through educational games, and they can be perceived as intermediate in terms of their simplicity, usefulness, attractiveness, and interest with respect to educational games.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Periodic Table Teachingmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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A Game-Based Approach To Learning the Idea of Chemical Elements and Their Periodic Classification

et al. 2016

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“…The appearance of an absorption band in the region of hydroxyl group vibrations at 3740 cm -1 (n O-H of the zeolite catalyst) simultaneously with the decrease in the intensity of the absorption band for hydrogen bonds at 3400 cm -1 (n O-H ) and the appearance of an absorption band at 3610 cm -1 (n O-H ) may be connected with desorption of reaction products formed, in particular alcohols, evidence for which is also the more complex character of the absorption spectra in the region of the stretching vibrations of CH, CH 2 , CH 3 groups (as a result of superposition of absorption bands of different intermediate structures). Formation of ethanol in the reaction products of partial oxidation by nitrogen monoxide on Fe-ZSM-5 was observed earlier in [4]. Redistribution of the absorption bands in the 1600-2100 cm -1 region can very likely be connected with formation of intermediate alkoxide, carbonyl compounds, and also structures containing -CN bonds [11,12].…”

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confidence: 81%

IR spectroscopic signs of surface intermediates of partial oxidation of propane by nitrogen monoxide on Fe-ZSM-5

2009

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UDC 541.128.1:543.422 L. M. Alekseenko, G. M. Tel'biz, and S. N. OrlikWe have used IR spectroscopy to study adsorption of NO, propane, in the temperature range 20-350°C. We show that it is possible to form adsorbed nitrate ions, C-, N-, and O-containing intermediates leading to formation of partial oxidation products: oxygenates and nitrogen-containing compounds.Activation of light alkanes with the aim of obtaining valuable products remains an important direction in oxidative catalysis. In recent years, some successes achieved in direct oxidation of light alkanes have been connected with use of nitrogen oxide additives NO x as homogeneous catalysts [1, 2] and the specific effect of NO on the selectivity of formation of C 1 oxygenates in heterogeneous catalytic oxidation of methane on V 2 O 5 /SiO 2 [3].It was shown previously [4] that iron-containing samples based on the zeolite ZSM-5 and the mesoporous silica MCM-41 catalyze partial oxidation of C 3 -C 4 alkanes by nitrogen oxides (NO, N 2 O) with formation of oxygen-containing products. On the zeolite Fe-ZSM-5 (SiO 2 /Al 2 O 3 = 68), C 2 -C 4 oxygenates are formed (with the following selectivity: ethanol 5.5; butanol 2.0; propanol 0.8; propionic acid 0.4; acetone 0.2). In a study of the products of the indicated reaction by mass spectrometry, compounds were identified containing carbon, oxygen, hydrogen, and trivalent nitrogen atoms (CH 3 CN, C 2 H 5 NH 2 , HOCH 2 CH 2 NH 2 ): amines and nitriles.With the aim of determining possible surface intermediates and routes for their conversion in oxidation of propane by nitrogen monoxide, in this work we studied co-adsorption of NO and C 3 H 8 on a sample of the catalyst Fe-ZSM-5 by IR spectroscopy.The iron-containing form of the zeolite Fe-ZMS-5 was obtained by ion exchange with repeated treatment of the sodium form of the zeolite with an acidified (HCl) aqueous solution of iron nitrate at room temperature, followed by washing to remove NO 3 − ions. The extent of exchange of sodium cations by iron cations was 92%.In order to carry out the spectral studies, the samples of the catalyst, in the form of thin transparent tablets of density 2-3 mg/cm 2 , were placed in a specially designed cuvet connected to a vacuum apparatus. The cuvet design made it possible to carry out thermal vacuum treatment of the catalysts and admit the reagents without changing the position of the sample in the cuvet. Before making the measurements, the sample of the catalyst was subjected to thermal vacuum treatment at 450°C and a pressure of 10 -4 mm Hg for 3 h. Then the temperature was lowered down to 20°C. Adsorption of NO, propane, and their mixture was accomplished by admitting measured volumes of adsorbate at temperatures of 20, 100, 150, 250, 275, 350°C. The 0040-5760/09/4502-0131

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