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The Use of Web 2.0 and Interactive Tools to Improve Teaching and Learning ChemistrySelection of Recent Research

Chimeno, J., Wulfsberg, G., Sanger, M., Melton, T. (2006). The Rainbow Wheel and Rainbow Matrix: Two Effective Tools forLearning Ionic Nomenclature. Journal of Chemical Education, 83, 651.

  This study compared the learning of ionic nomenclature by three different methods; one used the traditional method

where students worked problems at the end of a chapter, while the other two methods used similar game formats

(Rainbow Wheel and Rainbow Matrix) to learn chemical nomenclature.

  The statistical analysis of student performance revealed that the game format methods were more effective in helpingstudents develop a working knowledge of chemical nomenclature than the traditional method.

  All students identified the same factors as being important in their instruction: the role of visualization, the role of the

instructor, the role of practice, the role of game playing, and the importance of nomenclature.

  Rainbow Wheel Game http://www.chemgames.com/wheel.html. See demo athttp://www.chemgames.com/demos/matrix/matrix01.html. 

Kozma,R. and Russell, J. (2005). Multimedia Learning of Chemistry. In R. Mayer (Ed.) The Cambridge Handbook of Multimedia

Learning. Cambridge University Press.

  This chapter proposes the use of situative theory to examine the practices of chemists and to derive implications for the use

of various kinds of representations in chemistry education.

  The daily practice of chemists depends heavily on the use of various representations to shape and understand the products

of chemical investigations. For example, Kozma, Chin, Russelll & Marx, 2000 determined that chemists used multiple

representations together to construct an understanding of the chemical phenomena they investigated in their experiments.

Chemist used structural diagrams to describe the composition and geometry of the compounds they were investigating;

they used diagrams and chemical equations to reason about the reaction mechanisms needed to transform reagents into

produces and the physical processes that would support these transformations. Chemists analyzed various instrumental

displays and printouts to verify the composition and structure of the compounds studies and made references to specific

features of the printouts (e.g., peaks on NMR or mass spectra) as warrants for claims that the desired products were

obtained. The ways these representations are used by chemists has important implications for the use of multimedia in

chemical education. 

  Reviews a variety of multimedia chemistry programs, including Connected Chemistry, ChemSense, MolecularWorkbench, ChemDiscovery (http://www.chemdiscovery.com/chemcd/) 

Arasasingham, R. , Taagepera, M. , & Potter, F. (2005). Assessing the Effect of Web-Based Learning Tools on Student

Understanding of Stoichiometry Using Knowledge Space Theory. Journal of Chemical Education 82(8), 1251-1262.  This study examined the impact of a web-based instructional software program on students' cognitive organization or

thinking patterns during the learning process was examined for the concept of stoichiometry.

  Students in a year-long, first-year undergraduate general chemistry course were taught using as homework either the

software tool Mastering Chemistry Web, which stresses the various relationships in stoichiometry while presenting them

concurrently, or end-of-chapter problems from the course textbook.

  A number of comparisons showed significantly improved performances by the students in the web-based class but others

revealed no significant differences.

o  In no case, however, did the students in the non-web-based class outperform those in the web-based class.

  Analysis based on knowledge space theory also revealed that the web-based students showed more improvements in their

conceptual understanding of stoichiometry and limiting reagents.

  Mastering Chemistry http://www.masteringchemistry.com 

Stieff ,M. and Wilensky, U. (2003). Connected Chemistry—Incorporating Interactive Simulations into the Chemistry Classroom.

Journal of Science Education and Technology , 2(3), 1573-1839.

  This study examined the impact of a novel modeling and simulation package, connected chemistry, and assess its impact on

students' understanding of chemistry.

  Connected chemistry was implemented inside the NetLogo modeling environment. Its design goal is to present a variety of 

chemistry concepts from the perspective of emergent phenomena—that is, how macro-level patterns in chemistry result

from the interactions of many molecules on a submicro-level. The connected chemistry modeling environment provides

students with the opportunity to observe and explore these interactions in a simulated environment that enables them to

develop a deeper understanding of chemistry concepts and processes in both the classroom and laboratory.

  This study presents the conceptual foundations of instruction using connected chemistry and the results of a small study

that explored its potential benefits.

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o  A three-part, 90-min interview was administered to six undergraduate science majors regarding the concept of 

chemical equilibrium.

o  Several commonly reported misconceptions about chemical equilibrium arose during the interview. Prior to their

interaction with connected chemistry, students relied on memorized facts to explain chemical equil ibrium and rigid

procedures to solve chemical equilibrium problems.

o  Using connected chemistry students employed problem-solving techniques characterized by stronger attempts at

conceptual understanding and logical reasoning.

  Connected Chemistry http://ccl.northwestern.edu/curriculum/ConnectedChemistry/ 

Wu, Hsin-Kai; Krajcik, Joseph S.; Soloway, Elliot (2001). Promoting understanding of chemical representations: Students' use of avisualization tool in the classroom. Journal of Research in Science Teaching 38(7): 821-842.

•  This study investigated how students developed an understanding of chemical representations with the aid of a computer-

based visualizing tool, eChem, that allowed them to build molecular models and view multiple representations

simultaneously.

•  Multiple sources of data were collected with the participation of 71 eleventh graders at a small public high school over a 6-

week period.

•  The results of pre- and posttests showed that students' understanding of chemical representations improved substantially .

•  The analysis of video recordings revealed that several features in eChem helped students construct models and translate

representations.

–  Students who were highly engaged in discussions while using eChem made referential linkages between visual and

conceptual aspects of representations. This in turn may have deepened their understanding of chemical

representations and concepts.

•  The findings also suggest that computerized models can serve as a vehicle for students to generate mental images.

•  eChem is no longer being supported.

Kennepohl, D. (2001). Using Computer Simulations to Supplement Teaching Laboratories in Chemistry for Distance Delivery, TheJournal of Distance Education/Revue de l'Éducation à Distance, 16(2), 58-65. http://www.jofde.ca/index.php/jde/article/view/178/124 

  Computer simulations employing digitized video images were incorporated into the laboratory component of an existing

first-year university chemistry course as part of a pilot study.

  The students were surveyed about their experience and their performance in this distance course was also tracked and

compared with students who did not do the simulations.

  No difference in overall course performance was observed between students who did the simulations and those who did

not.

  However, simulation students completed in-laboratory work in a shorter time frame and showed a slightly higherperformance in the practical laboratory component. 

  Unable to find the program used. 

Kantardjieff, K., Hardinger, S.; Willis , V. (1999). Introducing Computers Early in the Undergraduate Chemistry Curriculum .Journal of Chemical Education 76 694. http://jchemed.chem.wisc.edu/journal/issues/1999/May/abs694.html 

  In the Department of Chemistry and Biochemistry at California State University Fullerton, majors are introduced to chemica

computation early in the undergraduate curriculum in an electronic classroom equipped with networked Silicon Graphics

workstations.

  CHEM210, "Introduction to Chemical Computation", is a 2-unit, sophomore-level course that has replaced the computer

programming requirement in the undergraduate chemistry major.

o  Our students engage in exploration activities whereby they learn how to use modern software packages as tools to

understand chemistry.o  At the same time they learn how to develop a logical sequence of steps toward solving chemical problems or

investigating molecular systems.

o  By spending time analyzing data, searching for connections within it, and representing it in different ways to better

understand it, they learn skills needed to become practitioners of their discipline.

o  CHEM210 has become an essential component of our curriculum. It has been enthusiastically received by students

and it has had a positive pedagogical impact.