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"Then you can take half . . . almost" - Elementary students learning bar graphs and pie charts in a computer-based context

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JOURNAL OF MATHEMATICAL BEHAVIOR 2006年第2期25卷 116-135页

作者： Aberg-Bengtsson, Lisbeth Gothenburg Univ Dept Educ Box 300 SE-40530 Gothenburg Sweden

Forty Swedish elementary students, 7-12 years of age and working in pairs, constructed a series of bar graphs and pie charts using a graphing application software as an instructional tool under the guidance of the researcher. After successive withdrawal of help, each pair drew a small number of graphic displays manually at the end of the data collection period. Evidence is provided that children's engagement with the graphing application software enhanced their understanding of essential graphical ideas and that even the youngest students appropriated and talked insightfully about a number of critical aspects of graphing. The students' gradual mastering of different aspects of graphing is argued to be movements within their "zones of proximal development" towards a more competent use of graphs. (C) 2006 Elsevier Inc. All rights reserved.

关键词： Graphicacy computer-based learning Elementary students

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computer-model-based audio and its influence on science learning by people who are blind

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INTERACTIVE learning ENVIRONMENTS 2019年第5-6期27卷 856-868页

作者： Lahav, Orly Hagab, Noha Levy, Sharona Tal Talis, Vadim Tel Aviv Univ Constantiner Sch Educ Dept Math Sci & Technol Educ IL-6997801 Tel Aviv Israel Univ Haifa Fac Educ Haifa Israel

Access to curriculum learning materials is a central need for students who are blind. This research examined the use of Listening-to-Complexity (L2C) based on NetLogo, an agent-based modeling language enabling exploration and construction of models of complex systems. L2C, designed for users who are blind, provides several auditory streams synchronically through sonified feedback. Studied here is a learning curriculum integrating L2C interactions, which covering scientific conceptual knowledge, systems reasoning, and Kinetic Molecular Theory of gas and gas laws in chemistry. The research included ten participants who are blind, using three data collection tools: background questionnaire, pre- and posttest questionnaires, and learning curriculum with the sonified models. Results indicate that the sonified model facilitates access to key challenging scientific concepts, including complex phenomena. Findings indicate gains in learning science content;participants were able to collect and construct scientific knowledge through L2C interactions. There are likely long-term practical benefits in science education for students who are blind, which will facilitate their inclusion in a general K-12 program.

关键词： Blind learning accessible learning material computer-based learning STEM

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computer-based graphical displays for enhancing mental animation and improving reasoning in novice learning of probability

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Journal of Computing in Higher Education 2006年第1期18卷 55-79页

作者： Kaplan, Danielle E. Wu, Erin Chia-Ling Teachers College Columbia University 10027 New York NY C/O Danielle E. Kaplan 525 W120th Street Box 8 United States

OUR RESEARCH SUGGESTS static and animated graphics can lead to more animated thinking and more correct problem solving in computer-based probability learning. Pilot software modules were developed for graduate online statistics courses and representation research. A study with novice graduate student statisticians compared problem solving in five graphic versions: text, static visual, static motion cues, computer animated, and interactive computer animated. Groups were also compared on transfer problems with static graphics without motion cues. Level of animation in thinking was assessed as number of images and movement symbols in notes. All groups provided with graphic maps had more correct solutions than the text group. Displaying static motion cues, computer animated, and interactive animated maps resulted in more correct solutions and animation in notes than just text or static visuals without motion cues. Graphic maps with static motion cues or computer animated overlay resulted in equally more correct solutions and greater animation in notes. Graphic maps with static motion cues better prepared learners for solving less animated and more difficult problems. Imagery and movement in notes were significant predictors of correct training and transfer problem solutions. © 2006 Springer.

关键词： cognition computer-based learning instructional design probability reasoning

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computer-based feedback and goal intervention: learning effects

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2012年第5期60卷 769-784页

作者： Valdez, Alfred New Mexico State Univ Las Cruces NM 88003 USA

This study investigated how a goal intervention influences the learning effects gained from feedback when acquiring concepts and rules pertaining to the topic of descriptive statistics. Three feedback conditions;knowledge of correct response feedback (KCRF), principle-based feedback (PBF), and no-feedback (NF), were crossed with two goal conditions;goal and no goal, to form six experimental conditions. learning was measured by comparing correct answer performance, among the experimental conditions, on the second and third administration of a 24-item multiple-choice test. The four groups who received feedback (KCRF and PBF) performed significantly better on tests two and three than those who had not received feedback. However, group performance on tests two and three did not differ between the PBF and KCRF conditions. More importantly, although the goal intervention had little influence for the KCRF and NF conditions, those participants who were given PBF performed significantly better on test three when given a goal intervention than when not given a goal intervention.

关键词： Feedback Statistics tutorial computer-based learning Goal theory

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SymmSpec: An Interactive Python Tool for Predicting IR and Raman Activity for Undergraduate Inorganic Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2025年第2期102卷 644-653页

作者： Ayeni, Olajumoke Mary Migliaro, Ignacio Omary, Mohammad A. Atkinson, Molly B. Univ North Texas Dept Chem Denton TX 76201 USA

In undergraduate inorganic chemistry, group theory and symmetry principles are used to understand vibrational modes, predict infrared (IR) and Raman bands, and accurately assign and interpret observed spectra. As a fundamental component of undergraduate inorganic chemistry education, group theory provides a foundation for understanding the bonding and spectroscopic features of molecules via symmetry operations. Students are traditionally instructed to visualize symmetry operations using three-dimensional inorganic model kits or as mental visualizations. This often leads to challenges with understanding connections between their visualizations and the associated abstract mathematics contributing to these operations to deduce the vibrational modes and their IR and Raman activity en route to the correct interpretation of the vibrational spectra. With the rising demand to integrate computational coding into undergraduate chemistry curricula to help prepare chemists for the workforce, an interactive notebook, hosted on Google Colaboratory and employing Python programming language, was developed for undergraduate students enrolled in Advanced Inorganic Chemistry. The developed notebook, SymmSpec, uses group theory to predict the IR and Raman activity of VSEPR molecules. With an aim to enhance student understanding of the complex underlying concepts of group theory while also adding introductory elements of computational coding to the curriculum, SymmSpec has been developed to aid undergraduate inorganic students in the visualization of abstract, mathematically based concepts relevant to molecular symmetry. Students enrolled in an Advanced Inorganic Chemistry course at a large research institution were recruited to participate, use the tool, and respond to a survey of their experience.

关键词： Upper-Division Undergraduate Inorganic Chemistry computer-based learning Computational Chemistry Group Theory/Symmetry IR Spectroscopy RamanSpectroscopy VSEPR Theory

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The Superformula and Model Quantum Systems as Tools for learning

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JOURNAL OF CHEMICAL EDUCATION 2025年第3期102卷 1076-1082页

作者： Thompson, David C. Abernethy, Colin D. Gielis, Johan Chem Comp Grp Montreal PQ H3A 2R7 Canada Sarah Lawrence Coll Dept Chem Bronxville NY 10708 USA Univ Antwerp Dept Bioingenieurswetenschappen B-2020 Antwerp Belgium

The Superformula is a generalization of the series of closed curves, called Superellipses, and represents a generalization of the circle. The Superformula describes a wide range of abstract and naturally occurring shapes and has an accessible functional form containing a small number of parameters. In the current work, the Superformula is used as a flexible confining geometry defining a novel class of confined model quantum systems, the "particle-in-a-Superformula". Following its introduction, we describe the use of the "particle-in-a-Superformula" model in an undergraduate context. A guided exploration of these systems by a small group (N = 9) of multidisciplinary undergraduate students over four 90 min sessions is shared. The construction of, and the collected responses to, a short survey vehicle describing their thoughts and experience is detailed. In general, the students were positive about their use of this flexible construct as an aid to their facility with, and learning of, quantum phenomena.

关键词： First-Year Undergraduate/General Physical Chemistry computer-based learning Quantum Chemistry Theoretical Chemistry

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The Rayleigh-Ritz Variation Method: An Illustrative Application to Anharmonicity of the Hydrogen Chloride Molecule Vibrations

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JOURNAL OF CHEMICAL EDUCATION 2025年第4期102卷 1529-1535页

作者： Borowski, Piotr Kowalska, Karina Pikuta, Piotr Mar Curie Sklodowska Univ Lublin Inst Chem Sci Fac Chem Dept Theoret Chem PL-20031 Lublin Poland

In this paper a new approach to presenting the Rayleigh-Ritz method to chemistry students is described. The emphasis is on the methodological aspects that students should concentrate on, rather than on computational issues (e.g., calculations of integrals). The method is illustrated by the example of its application to the problem of anharmonicity of the HCl molecule vibrations. An Excel workbook to perform calculations without distracting students from the essence of the method was prepared. The relevant integrals, including integrals for the anharmonic terms up the sixth order, were programmed using the well-known formulas. The Jacobi diagonalization procedure was implemented in Visual Basic as an Excel macro. This procedure can be easily used provided the Hamiltonian matrix is available. This matrix can be readily assembled from the precomputed integrals and adjusted according to the users' needs, e.g., by straightforward inclusion of the desired anharmonic terms to the potential. Issues to be discussed with students based on the results obtained for the fourth-order anharmonic potential are also suggested. It is also highly recommended that students carry out similar calculations, e.g., by including higher order terms to see the changes in the oscillator energy levels. The workbook can be easily adapted for calculations on other diatomic molecules at any computational level. In addition, a Wolfram Mathematica notebook for performing similar calculations was also provided for the users' convenience.

关键词： Upper-Division Undergraduate Physical Chemistry Interdisciplinary computer-based learning Laboratory Reports IR Spectroscopy Quantum Chemistry Theoretical Chemistry

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Artificial Intelligence in Chemistry Research-Implications for Teaching and learning

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JOURNAL OF CHEMICAL EDUCATION 2025年第4期102卷 1445-1456页

作者： Berber, Sandra Brueckner, Mathea Maurer, Nikolai Huwer, Johannes Univ Konstanz Chair Sci Educ D-78464 Constance Germany Thurgau Univ Educ Chair Sci Educ CH-8280 Kreuzlingen Switzerland

Artificial intelligence (AI) has become an important tool in modern scientific research, particularly in chemistry and related disciplines. Despite its growing relevance, the discussion of AI as a tool in research in (secondary) chemistry education remains limited. To address this gap, a review of AI applications in chemical and chemistry-related research was first carried out. According to this, AI is being used most frequently in the fields of pharmacology and biochemistry and is mainly used to make predictions and design molecules. based on this review a workshop for pre- and in-service chemistry teachers was conducted to provide an initial overview of AI applications in scientific research. The workshop introduced key areas such as retrosynthesis, protein structure prediction, image processing, and autonomous laboratories, fostering awareness of AI's role in scientific innovation. Participating secondary education science teachers reported an increased familiarity with AI applications and expressed intentions to incorporate these topics into their teaching. The findings highlight the importance of targeted teacher training programs to strengthen Technological Content Knowledge (TCK) in this emerging field. In addition, insights were gained into how such teacher training could be structured in the future to enable teachers to discuss "AI in science" in chemistry lessons. This research emphasizes the need to empower educators to bridge the gap between scientific advancements and chemistry education, preparing students for new career opportunities in AI-driven sciences. Although this work provides initial indications of possible approaches for the integration of AI applications in chemistry teacher education and chemistry lessons, further research is still needed in this area.

关键词： General Public Multidisciplinary Outreach computer-based learning Applicationsof Chemistry Computational Chemistry

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Calculating the Precision of Student-Generated Datasets Using RStudio

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JOURNAL OF CHEMICAL EDUCATION 2025年第2期102卷 909-916页

作者： Chiarelli, Joseph Hilaire, Melissa A. St Baldock, Brandi L. Franco, Jimmy Theberge, Stephen Fernandez, Anthony L. Merrimack Coll Dept Chem & Biochem N Andover MA 01845 USA Merrimack Coll Dept Comp & Data Sci N Andover MA 01845 USA

There is a growing need for chemistry students to be able to handle and manipulate large datasets and analyze them in an efficient and accessible way. This creates the need to develop course materials that introduce these topics early in the undergraduate curriculum. To address this growing need, this activity introduced RStudio to students enrolled in a general chemistry course during the Fall 2023 (n = 185) and Spring 2023 (n = 96) semesters, allowing them to statistically evaluate their lab data. Students produced boxplots that calculated statistical information for a large dataset compiled from an accompanying lab experiment conducted alongside the activity. This activity was designed to be done without any formal teaching of coding language and was implemented on mobile devices within a classroom. We determined that the activity was effective at teaching statistical concepts using a pre/postactivity quiz (eight items), with the median score increasing by 1 point after the activity. An evaluation of the item discrimination index and item difficulty scores was able to validate all but one question in the quiz. The activity also received an overall positive response in terms of student engagement and impact based on an open response survey collected. Many students were able to perceive connections with "data science" and its use in their everyday life. This activity complemented our existing curriculum and was designed in such a way that it could be accessible to students at all experience levels.

关键词： Introductory Chemistry Data Analysis DataScience computer-based learning

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Smart Worksheets and Their Positive Impact on a First-Year Quantitative Chemistry Course

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JOURNAL OF CHEMICAL EDUCATION 2025年第3期102卷 1062-1070页

作者： Shallcross, Dudley E. Davies-Coleman, Michael T. Lloyd, Chris Dennis, Francesca McCarthy-Torrens, Amy Heslop, Bill Eastman, John Baldwin, Tony Thistlethwaite, Iain Univ Bristol Sch Chem Bristol BS8 1TS England Univ Western Cape Dept Chem ZA-7535 Cape Town South Africa Learning Sci Bristol BS1 5DP England

The pandemic was a very difficult time for everyone, as well as teachers and their students. Teachers of first-year quantitative chemistry courses, both during the pandemic and postpandemic, encountered many pandemic-induced difficulties, including inter alia communicating with individual students, providing them with rapid formative feedback, and determining where they were on their learning journey. In addition, two cohorts of students requiring different teaching approaches were enrolled on this course during the period of this study (2020-2023). One cohort had a post-16 mathematics qualification (A-level that includes calculus) and the other, a pre-16 mathematics qualification (GCSE that does not include calculus) as their highest mathematics qualification. In this Article, we show the value of using Smart Worksheets to address these challenges. The Smart Worksheets provided valuable information about the students' ability to apply mathematical concepts within a chemistry context and, consequently, allowed the teaching team to shape workshops to cater for any application difficulties. Smart Worksheets clearly identified a number of (basic) skills that many of the students were struggling with, including graphing, uncertainty analysis, application of units, and application of logs to buffer calculations. Smart Worksheets also allowed the teaching team to connect with students, to either commend them on their work or ask how they were coping if they appeared to be struggling. Students highlighted how the instant formative feedback provided by Smart Worksheets and their unlimited availability during the course impacted positively on their learning. The Smart Worksheets also helped to identify two subgroups in the student cohort with the higher mathematics qualification;one subgroup could apply their mathematics knowledge within different chemistry contexts while the other subgroup was not able to move from a mathematical context to a chemistry context. This informa

关键词： First-Year Undergraduate General Second-YearUndergraduateGeneral Physical Chemistry computer-based learning Nomenclature Units Symbols Mathematics

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