Using Audience Response Systems during Interactive Lectures To Promote Active Learning and Conceptual Understanding of Stoichiometry

Abstract

This article describes a method of instruction using an active learning strategy for teaching stoichiometry through a process of gradual knowledge building. Students identify their misconceptions and progress through a sequence of questions based on the same chemical equation. An infrared device and software registered as the TurningPoint Audience Response System, which can be integrated into Microsoft PowerPoint, is used to instantly retrieve students’ answers and provide them with appropriate feedback. The usefulness of breaking down topics in a consistent way and, in particular, emphasizing the subjective interpretation of connectivity and mass relationships in chemistry was evident. Most students felt that the use of the immediate response system combined with cooperative social interactions was positive and contributed to their understanding of the topic.

Using Socrative Online Polls for Active Learning in the Remote Classroom

“…Student responses are then collected and displayed, providing a picture of the class understanding in real time. The utility of clicker systems for enhancing student engagement, − improving performance, , and creating a positive learning environment , has been much discussed over the past few decades. − However, clickers have not been adopted by a majority of chemistry instructors, possibly due in part to practical concerns about the logistics and costs of implementing the clicker technology. − Web-based response systems such as Socrative offer an attractive alternative, since they allow students to participate in class polls using their own mobile devices instead of a separate clicker, with little technical setup required of the instructor. − Moreover, access to many web-based systems, including Socrative, is free to students and free or low cost to instructors . The author has used Socrative polls in the face-to-face General Chemistry classroom with much success as a method of staging short concept-check quizzes.…”

“…The author has used Socrative polls in the face-to-face General Chemistry classroom with much success as a method of staging short concept-check quizzes. The uses of such formative assessments are manifold: breaking up large chunks of lecture time to maintain student attention, identifying and addressing misunderstandings immediately, , increasing engagement especially of shyer students, and simply getting students to use their phones for something productive! However, in the COVID-19 shutdown, Socrative was used more expansively to guide class reviews, give students practice examples, and simulate longer in-class activities for students joining in remotely.…”

Enseñanza de la estequiometría: uso de analogías y comprensión conceptual

“…Esta dificultad parece ser difícil de superar aun con propuestas basadas en la utilización de TIC (Cotes y Cotuá, 2014). En la revisión y análisis de analogías sobre estequiometría que aparecen en un búsqueda de páginas Web se comprobó que muchas propuestas generalizan la idea errónea de que los coeficientes estequiométricos son los subíndices del producto; en otras palabras, que los coeficientes estequiométricos de los reactivos determinan la fórmula del producto, por ejemplo, para las analogías: (1) del ensamble tornillo, tuerca y rondana, (2) elaboración del sándwich de queso y jamón y (3) el ensamble de una bicicleta formada por 2 ruedas un cuadro y un manubrio.…”

Facilitating Concept Map Analysis: Generating and Evaluating Representative General Chemistry Concept Maps with a Novel Use of Image J, Gephi, JPathfinder, and R

“…In General Chemistry, there is a great emphasis on how matter changes, and students are expected to carry out stoichiometry calculations involving mass, mole, or volume changes, which is widely accepted as one of the most challenging topics covered in introductory chemistry courses (Cotes & Cotuá, 2014;Gulacar et al, 2014). Bonding is also a critical topic covered and visited several times throughout the general chemistry curriculum -its understanding is essential for anyone to become successful in explaining changes in chemical reactions (Luxford & Bretz, 2014;Murphy et al, 2012;Vrabec & Prokša, 2016).…”