P690: Computer simulations, animations and guided-inquiry activities for general chemistry

Author: Thomas J. Greenbowe, Iowa State University, USA

Co-Author: John I. Gelder, Oklahoma State University, USA; Michael R. Abraham, University of Oklahoma, USA

Date: 8/6/14

Time: 11:50 AM12:10 PM

Room: LTT 102

Related Symposium: S17

Computer simulations and animations, when properly integrated into an instructional module, can potentially provide teachers with a powerful teaching tool. Our Next Infinity Project integrates the use of web-based computer simulations with guided-inquiry activities based on a Learning Cycle approach. “Before”, “During”, and “After” activities are used to help students gain a better understating of concepts in general chemistry. Instead of doing readings or assigned end-of-chapter homework problems in a textbook, computer simulations and scenarios help student’s structure and carry out experiments designed to answer researchable questions. During class students work in small groups to generate and analyze pooled data. The instructor can then use the data to invent a concept. After class students can then apply the concept. A beta version of a computer scenario will be presented along with an accompanying activity.

P688: Before, during and after class activities in introductory chemistry: Theory and web site

Author: Michael R. Abraham, Oklahoma State University, USA

Co-Author: John I. Gelder, Oklahoma State University, USA; Thomas J. Greenbowe, Iowa State University, USA

Date: 8/6/14

Time: 11:10 AM11:30 AM

Room: LTT 102

Related Symposium: S17

As a result of funding from the National Science Foundation CCLI-EMD (TUES) we have been adding to an existing collection of inquiry-oriented activities that can be used in a large lecture environment (although the activities are not limited to the large lecture environment). The activities are based on a Learning Cycle approach and engage students Before Class, During Class and After Class. The Before Class activities are web-based and are used to either generate data that is used During Class to invent concepts, or as a means of determining student prior knowledge of the topic to be discussed. During Class students work in small groups using a written activity or under the instructor’s direction to invent a concept. After class another web-based activity allows students to demonstrate their understanding of the invented concept. In the first paper we will describe the theoretical basis for the activities and introduce the project web site where the activities are available for use in your classroom.

P689: Before, during and after class activities in introductory chemistry: Activities and exemplar

Author: John I. Gelder, Oklahoma State University, USA

Co-Author: Michael R. Abraham, The University of Oklahoma, USA; Thomas J. Greenbowe, Iowa State University, USA

Date: 8/6/14

Time: 11:30 AM11:50 AM

Room: LTT 102

Related Symposium: S17

As a result of funding from the National Science Foundation CCLI-EMD (TUES) we have been adding to an existing collection of inquiry-oriented activities that can be used in a large lecture environment (although the activities are not limited to the large lecture environment). The activities are based on a Learning Cycle approach and engage students Before Class, During Class and After Class. The Before Class activities are web-based and are used to either generate data that is used During Class to invent concepts, or as a means of determining student prior knowledge of the topic to be discussed. During Class students work in small groups using a written activity or under the instructor’s direction to invent a concept. After class another web-based activity allows students to demonstrate their understanding of the invented concept. The second paper will dwell on a specific example of how we are using computer simulations and Before Class, During Class and After Class activities to develop a concept with students in a large lecture environment.