Many students, especially non-science majors, worry about chemistry. The first lesson in a chemistry introductory course usually deals with how to explain the list of elements from time to time, but the complexity can be daunting for students with little or no experience. before. Now, researchers report in ACS ‘ Journal of Chemical Education introduce an innovative way to make learning about the elements much easier to access – using seasonal “pseudo” charts full of superheroes, food and apps.
One of the basic subjects taught in undergraduate chemistry courses in the first year is the organization and format of the elemental schedule from time to time. However, many university students find it a daunting and difficult subject to pursue a master’s degree, encouraging professors to seek new ways to engage their students and to develop their concepts. make it more accessible. Previous educational studies have presented the chart in a variety of formats, such as crossword puzzles and cartograms, to address a wide range of learning styles. Gregory Watson and his colleagues reasoned that including the quarterly schedule with familiar items might also help. And instead of teaching the full information immediately, the researchers wanted to focus on some of its key features first, using a contemporary, engaging and multi-level strategy.
The team provided a series of occasional recordings made up, or artificial, of chemical items they may have previously possessed, including fruits and nuts, superheroes, iPad apps and meat. The artificial versions occasionally added elements with single objects to reveal one or more concepts needed to understand the movements and shape of the real chemical. For example, a superhero album featuring characters, such as Superman, Wonder Woman and the Green Lantern, encouraged class discussions on how the images should be grouped according to ability, strength, gender and other characteristics – just as the elements are arranged in the actual quarterly table based on what they look like. Over 75% of the students taught with this strategy indicated that it was something useful, very useful. An increase in subject-related correct responses to mid-term tests suggested that these quarterly records developed students’ understanding. The researchers say the familiar elements reduce stress and help students successfully build the foundation of chemistry knowledge.
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