Visualization without Vision – How Blind and Visually Impaired Students and Researchers Engage with Molecular Structures

Laconsay, Croix; Wedler, Henry B.; Tantillo, Dean J.

doi:10.14448/jsesd.12.0012

Cited by 9 publications

(17 citation statements)

References 92 publications

(98 reference statements)

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“…I benefitted from reading and learning from a published account and recommendations , from Dr. Supalo’s time as an undergraduate and graduate student. Insights gathered from learning about the instructor’s perspective also provided informative lessons, notably from Professor Poon, Professor D’Agostino, and Professor Tantillo. , Importantly, email and Zoom conversations with Professor Mary Watson (University of Delaware) provided me with invaluable insights and recommendations based on her recent experiences, which enabled me to get the semester off to a good start.…”

Section: Getting Started: Essential Teaching Aidsmentioning

confidence: 99%

Introductory Organic Chemistry (First-Semester) for Blind and Visually Impaired Students: Practical Lessons and Experiences

Njardarson

2023

J. Chem. Educ.

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This article describes practical lessons and experiences acquired as part of a journey in teaching a blind student at The University of Arizona to master the written and graphical language of first-semester organic chemistry and its associated concepts. These practical lessons include details on how to adapt an organic chemistry model set (with simple, minimal modifications) to make it suitable for teaching organic chemistry to blind and visually impaired students and lesson examples of how the modified model sets are an indispensable tool to effectively teach a majority of foundational topics in first-semester organic chemistry in concert with a tactile drawing board. Printing chemical structures and text in braille, along with semester printing preparations to ensure smooth experiences for students, teachers, and support staff, is a recommendation, as is the prioritization of one-on-one teaching to ensure the best possible outcomes.

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Section: Getting Started: Essential Teaching Aidsmentioning

confidence: 99%

Introductory Organic Chemistry (First-Semester) for Blind and Visually Impaired Students: Practical Lessons and Experiences

Njardarson

2023

J. Chem. Educ.

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“…A web portal, MOLInsight, cataloging software for verbalizing molecular structures is worth investigating 15 and 3-D structure visualization protocol is described elsewhere. 16 A refreshable display is being developed to present well-resolved graphics dynamically in real time, 17 but is not yet available to support figures needed in the chemistry curriculum.…”

Section: Raised Line Drawingsmentioning

confidence: 99%

“…Emerging technology includes the tactile-audio tablet, where a user touches locations on a tactile overlay, haptic electronic diagram, to elicit audio feedback from software, which is potentially useful in investigating chemical structures. A web portal, MOLInsight, cataloging software for verbalizing molecular structures is worth investigating and 3-D structure visualization protocol is described elsewhere . A refreshable display is being developed to present well-resolved graphics dynamically in real time, but is not yet available to support figures needed in the chemistry curriculum.…”

Section: Providing Access To Symbolic Spatial and Visual Informationmentioning

confidence: 99%

Accessible Teaching and Learning in the Undergraduate Chemistry Course and Laboratory for Blind and Low-Vision Students

D’Agostino

2021

J. Chem. Educ.

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Symbolic, spatial, and visual information, which is important for comprehending and learning physical and natural sciences, is not readily accessible to blind and low-vision (BLV) students in the undergraduate chemistry classroom, laboratory, and virtual environment via conventional means (through print and images), thus, creating a disadvantageous and inequitable situation. Appropriate instruction methods can be used to include these differently abled students in the learning process while also enhancing the learning outcomes of a diverse student population. By considering the teaching approach and universal design practices, and utilizing adapted methods, collaborative learning, and nonvisual assistive technologies and equipment, chemistry classroom/ laboratory work for BLV students can be transformed from a passive experience to an active one. By creating the least restrictive learning environment, BLV students are enabled to become independent workers. Nonvisual ways (i.e., auditory, and text-to-speech applications, speech-enabled equipment, tactile graphics, and physical artifacts) by which BLV students can conduct their work are described, and practical ways for faculty to enhance teaching are presented.

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“…In this respect it is interesting to note the growing effort in developing technological tools such as tactile graphics, audio based tools and even tiny candies shaped as protein models to help blind and visually inspired students understand three dimensional molecular structure. [33][34][35][36][37] Grushow and Reeves [9] claimed that the goal of including CC in undergraduate programs should be that every lab manual, starting from general chemistry, will include a computational experiment. According to their view, integrating CC in laboratory courses does not necessarily require students to fully understand the theoretical details behind each computation, much like the way other laboratory equipment is used without the full understanding of its working principles (e. g., one can successfully use a laser spectrometer without the full understanding of the principle of population inversion).…”

Section: Computational Chemistry Literacymentioning

confidence: 99%

Computational Chemistry in the Undergraduate Classroom – Pedagogical Considerations and Teaching Challenges

Tuvi-Arad

2021

Israel Journal of Chemistry

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The interdisciplinary field of computational chemistry links many facets of chemistry and provides unique insights into structure, mechanisms, dynamics, and the interplay between them. Various approaches were proposed for integrating computational chemistry in the undergraduate classroom, all highlight the benefits of including it in the chemistry curriculum. This study focuses on the desirable learning outcomes, and defines a structural framework of computational chemistry literacy. Based on this approach analysis of the pedagogical approach of selected studies that implemented computational chemistry in undergraduate chemistry classrooms is presented. Three models for including computational chemistry in the undergraduate program were uncovered in this analysis: the specialized course model, the augmented course model, and the islands of computations model. These models are discussed along with teaching and learning challenges as well as routes to bypass them.

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Visualization without Vision – How Blind and Visually Impaired Students and Researchers Engage with Molecular Structures

Cited by 9 publications

References 92 publications

Introductory Organic Chemistry (First-Semester) for Blind and Visually Impaired Students: Practical Lessons and Experiences

Introductory Organic Chemistry (First-Semester) for Blind and Visually Impaired Students: Practical Lessons and Experiences

Accessible Teaching and Learning in the Undergraduate Chemistry Course and Laboratory for Blind and Low-Vision Students

Computational Chemistry in the Undergraduate Classroom – Pedagogical Considerations and Teaching Challenges

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