step - introduction to subject teaching: chemistry … - introduction to subject teaching: chemistry...
TRANSCRIPT
STEP - Introduction to Subject Teaching: Chemistry and ICT
Johannes Pernaa, Ph. Lic.
Researcher: The Unit of Chemistry Education, Department of Chemistry
CEO: Edumendo – Advanced Learning and Visualization Oy
- Lectures- Group sessions
Lectures and groupworks
Lectures:
– Visualizations in chemistry
– Models and modeling in chemistry
– ICT tools:
• Concept mapping
• Molecular modeling
• Simulations
• Animations
• www
– Practical work
Group session: Portable ICT teaching environment
– Cmap tools → Concept maps
– Jmol → Molecular modeling
– www -resources for simulations
– Chemsense → Animations
Objectives
Students learn to plan teaching and guiding studying
while taking into account
– The curriculum
– Research based approach
Approach: Intoduction to theories and scientific literature that lay Approach: Intoduction to theories and scientific literature that lay
behind the meaningful use of ICT in chemistry educationbehind the meaningful use of ICT in chemistry education..
Students develop preparedness to
– the use multifaceted tools and ICT
– control of interactional situations and
– reflect on their own development as a teacher
Approach:Approach: Exercises and ICT -tool workshop.Exercises and ICT -tool workshop.
Goals !!!
Chemistry ICT-tools via USB-stick
Almost 75 % of teachers say that it is difficult to use ICT in
schools, because there is no:
– Softwares or
• Softwares are too expensive
• Softwares are difficult to use
– Time and energy to search solutions
– ICT maintenance is poorly executed
Ok, fair enough, let's solve this problem:
Take an USB -memory stick along
– Build a portable ICT teaching environment to USB -stick,
which can can be used in every computer (even public)
with very small resources.
– This is a free plug and play type of a solution for ICT use.
Visualization in chemistry
Visualizations are a central element in
all communication and learning
Different visualizations:
– Visual: picture, graph
– Gestural: gesture
– Mathematical: mathematical symbols, equations
– Verbal: written or spoken words
– Concrete: plastic molecular model
Reference: Tversky, 2005
Nature of Chemistry
Chemistry is a difficult discipline to teach and learn
Macro, submicro and symbolic level
References: Gabel, 1999; Johnstone, 1993
Models and modeling in chemistry
Essential tools and a way of thinking in chemistry
Chemists use models in every phase in modern chemistry
– hypothesis
– explanations
– representations of processes, phenomenon and results
A link between theoretical and practical chemistry
Reference: Justi & Gilbert, 2002
A model concept
Student's three levels of model understanding
– models are toys or they represent an exact copy of
reality
– a certain purpose, but still represent reality
– created as a tool for scientific purposes
Reference: Grosslight, 1991
Models in education
Researchers find models vital in education
Students need to learn:
– Possibilities and limitations of models
– How to construct their own model
– To understand the concept of model
• Ontological status
Reference: Gilbert et al., 2000
Concept maps (1)
Novak, J., 1970, Cornell university
Ausubels assimilation theory (1968)
Reference: Novak, 1998
Concept maps (2)
1. Focus question
2. List 5-10 concepts
3. Find the main concept
4. Organize the questions under the main concept
5. Make propositions
6. Find crosslinks
7. Evaluate and continue map designing (for ever)
http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
Concept mapping exercise
Cmap tools software
About 10 concepts related to device below
Topic: Water chemistry
Practical work in chemistry
History
– Early 1800 century
– Professors performed the actual work
– Students observed
– Justus von Lieblig was one of the pioneers
Nowadays
– An essential element in chemistry education
– Agreed by teachers and researchers
– Central role also in chemistry curriculum
Molecular modeling (1)
Concentrates on modeling single molecules or small
static systems.
Molecular modeling software allow user to:
– build molecules,
– calculate geometries,
– energies and
– visualize properties
The user interface enable grab, rotate, and zoom
features.
Molecules can be visualized in 3D with different models
Reference: Aksela & Lundell, 2008
Molecular modeling (2)
Why:
– Support teaching
– Support learning
– 3D visualizing skills
– Motivating
– Modern tool
– Curriculum aspects
What:
– Orbitals
– Shape
– Energy
– Isomerism
– Chemical bondReference: Aksela & Lundell, 2008
Simulations and animations
Differ from molecular modeling by portraying dynamic
processes
Simulations are interactive vs animations are not
– Simulations base on real data
– Animations are purely a modelers model
Develops students' mental models more dynamic
A lot of material avalable from the Internet
– language
– accuracy
– quality
References: Tasker & Dalton, 2006; Vermaat et al., 2003
Pedagogically meaningful animations
Short
– illustrating one concept under 60 seconds
The understanding is supported through narration or text,
Clear user interface
Content is tested with students and experts
2D vs 3D
– http://www.helsinki.fi/kemianluokka/yksikko/bents_reson.mov
– http://www.youtube.com/watch?v=Mer8RFcGDvk
Reference: Burke et al., 1998
Web-based learning environment design
Cmap tools concept map works as a web page base
Lets add graphical design
Images
Animations
Notes
References
Aksela, M., & Lundell, J. (2008). Computer-based molecular modelling: Finnish school teachers experiences and views. Chemistry Education Research and Practice, 9, 301-308.Burke, K. A., Greenbow, T. J., & Windschitl, A. (1998). Developing an Using Conceptual Computer Animations for Chemistry instruction. Journal of Chemical Education, 75(12), 1658-1661.Gabel, D. (1999). Improving Teaching and Learning through Chemistry Education Research: A Look to the Future. Journal of Chemical Education, 76(4), 548-553.Gilbert, J. K., Boulter, C. J., & Elmer, R. (2000). Positioning Models in Science Education and in Design and Technology Education. In J. K. Gilbert, & C. J. Boulter (Eds.), Developing Models in Science Education (pp. 3-18). Dordrecht: Kluwer Academic Publishers.Grosslight, L., Unger, C. Jay, E., & Smith, C.L. (1991). Understanding Models and their Use in Science: Conceptions of Middle and High School Students and Experts. Journal of Research in Science teaching, 28(9). 799–822. Johnstone, A. H. (1993). The Development of Chemistry Teaching: A Changing Response to Changing Demand. Journal of Chemical Education, 70 (9), 701–705.Justi, R., & Gilbert, J. (2002). Models and Modelling in Chemical Education. Kirjassa J.K. Gilbert, O. De Jong, R. Justi, D. Treagust, & J. van Driel (Toim.) Chemical Education: Towards Research Based Practice (s.47-68). Dordrecht, Kluwer Academic Publishers.Novak, J. D. (1998). Learning, creating, and using knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Mahweh, NJ: Lawrence Erlbaum Associates.Tasker, R. & Dalton, R. (2006). Research into practice: Visualization of the molecular world using animations. Chemistry Education Research and Practice, 7 (2), 141-159Tversky, B. (2005). Prolegomenon to scientific visualizations. Kirjassa J. K. Gilbert (Toim.), Visualization in Science Education (s. 29-42). Dordrecht: Springer..Vermaat, J. H., Kramers-Pals, H., & Schank, P. (2003). The use of animations in chemical education. In Paper presented at the international convention of the association for educational communications and technology, Anaheim, CA, USA, October 22-26, 2003.