Applications of Computer in Chemistry Education (original) (raw)
Related papers
2020
This is a paper that presents some ideas and some readings about the topic on the use of technology in chemistry education or in teaching-learning process in general. This focuses on the technology that uses the advantage of computer and the web. Furthermore, this paper takes the usefulness of the web resources and research web sites for the data gathering procedure. This short paper presents features and definition of the topics particularly of the following: computer-aided instructions (CAI), computer-based learning (CBI), intelligent learning system (ILS), and web-based learning system (WBLS). Some opinion of the researcher was also included
Importance of Computer Assisted Teaching & Learning Methods for Chemistry
Science Journal of Education, 2015
Understanding the basic concepts of chemistry is very important for the students of secondary school level and university level. The Computer Assisted Teaching and Learning (CATL) methods are marked by the usage of computers in teaching and learning processes. Usage of WORD, EXCEL, POWERPOINT, ACCESS, PHOTOSHOP etc., as well as the use of specialized packages such as CHEMDRAW, SCIFINDER etc., can be worth mentioning. The role of internet in feeding the thirst of students is comparably far better than the classroom teaching. By the use of CATL methods, students can acquire high quality of mental models.
The use of the Internet for teaching Chemistry
Analytica Chimica Acta, 2000
Over the past 20 years there have been astounding advances in computer hardware and software. Many recent developments have focused on the Internet and the World Wide Web (WWW). The Internet has made a huge impact on the way chemists work, but as yet far less on the way they teach.
Science and Technology Education in the Central and Eastern Europe: Past, Present and Perspectives , 2007
Teaching chemistry in comprehensive school seems to be one of the burning issues. Research indicates that chemistry is one of the most difficult subjects taught at school (Hollingworth, 2001; Lamanauskas, 2005, 2006; Lamanauskas, Vilkonis, 2006). Also, the results indicate that students might have problems solving conceptual questions without reference to the question form (verbal or pictorial) (Haláková, Prokša, 2007). It is supposed that the problems of teaching chemistry usually may not lie in the curriculum, but in its implementation. Recently, more attention is paid to visualization of natural science education. In teaching science we need to remember that communication always benefits from imagination and aesthetic sense. If we present science artistically and imaginatively, as well as objectively and precisely, the student will develop a more complete understanding of what science and scientists are about – one that likely to capture their imaginations, emotions, and best efforts (Moore, 2001). The researchers deal with different questions of visualization, for example the importance of colour as the fourth dimension of information (Pluskal, 2003), the importance of visualization to formulating concepts (Doulik, Skoda, 2003), the importance of computer simulation to the variety of the experiments performed (Bilek, 1999) etc.
Computational Chemistry Programs as a Facilitating Tool in the Teaching and learning Process
British Journal of Education, Society & Behavioural Science, 2015
To verify the influence of the role of ICT's (Information and Communication Technologies) as a teaching and learning process in the classes of chemistry discipline for the 3 rd years high school students, and show the importance of computational chemistry programs as a methodological alternative in the comprehension of chemical concepts of macroscopic and microscopic order. Place and Duration of Study: The research was carried out in a public high school in the city of Macapá-AP, Brazil. Study Design: The sample population was made randomly with 3 rd year high school students and the data was collected through surveys. Methodology: The research was qualitative and initially was made the choice randomly of 54 students of the 3 rd year of high school. The students were divided into two groups: Control Group (CG) and Experimental Group (EG), being each group was constituted by 27 students, where were applied traditional classes for both groups with same contents: chemistry concepts, chemical bonds, polarity of molecules, electronegativity, molecular geometry, physical and chemical properties of the molecules of ozone (O 3 ), water (H 2 O), carbon dioxide (CO 2 ), methane (CH 4 ) and to analyze the students' comprehension about the importance and presence of these molecules in contextualization with biotic and environmental factors. The computational chemistry programs (ChemSketch and PhET Simulations) were used in the intervention classes only for students of the EG. Data collection was conducted through of a survey with open-ended and closed-ended questions. Surveys were applied for the groups after the classes (CG) and classes+intervention (EG). The responses of CG and EG were compared considering the same content studied, in order to evaluate the student's learning level and their opinions about the use of ICT's in chemistry classes.
Teaching Chemistry with Computers
International Journal of Information and Education Technology, 2015
With a new generation of undergraduate students who are savvy with technologies and computers, coupled with the advancements in computer hardware and software development, the learning curve of computational chemistry is diminishing. We demonstrate various modules that can be used not only to illustrate the difficult concepts in chemistry education, but also to provide the hands-on experience that allow students to generate their own data and conclusions.
Information and Communications Technology in Chemistry Education
2016
This article looks at the possibilities of Information and communications technology (ICT), which is also central in supporting teaching and learning of chemistry. It is also vital in promoting sustainable development. ICT is a general concept, under which all different media and technologies can be placed, which can be used as support in data processing. The topic is quite broad and needs demarcation. The theory of blended learning can be used here, which is one of ICT's theory frames that models the possibilities of using them in teaching (see Pernaa & Aksela, 2013). In order to support pondering, examples and recommendations of software are presented, which the teachers' can exploit in teaching. This article is partly based on Johannes Pernaa's doctoral dissertation, which was completed in 2011 (Pernaa, 2011), where it was researched, how ICT-based chemistry learning environments are developed based on research. The developing of learning environments based on research is an important standpoint in the topic, which is why we look at it more closely at the end of this article. The general opportunities of Information and communications technology Through literature on blended learning, the opportunities of ICT can be for example divided into four categories:
The purpose of the study conducted is to present in-depth information about the postgraduate theses written within the context of Computer Assisted Instruction in Chemistry Education in Turkey. The theses collected in National Thesis Centre of Turkish Council of Higher Education were examined. As a result of an examination, it was found that about forty theses were written between 1992 and 2011 and out of these 40 thesis, 19 master's theses and 6 doctoral dissertations (PhD) were included in the study. When the studies conducted were analysed, what drew attention was that all of them were experimental studies. The researchers frequently explored the effects of computer assisted instruction (CAI) on students' academic achievements and attitudes towards chemistry in their research. Moreover, it was found that the completed theses were at secondary education level. In addition, the studies were conducted on the following subjects:
2012
We must admit that within the last years the importance of using computers became more and more obvious. Thus it was important to train specialists with skills in using computers to find, acquire, and understand information; to apply information and communication technologies to processing it; to build v irtual models of real world objects and actions. Advanced information technologies have increased motivation to study some subjects which may have nothing in common with computers, because they facilitate learning by considering the individual characteristics of the students, by providing feedback information amongst pupils/students and programs, and by increasing the efficiency of education. To sum up, we stated that implementation of information technologies in teaching/ learning is a priority. The best example is this paper work. This is farther evidence of the interference between technology and traditional methods. It's no surprise that in an information society, the real and the virtual world tend to merge, thanks to new communication and information technologies, education is able to change its traditional methods and be "up to date". Educational software of this paper is addressed to pupils/students who wish to use another variant, which is much easier and more attractive in terms of solving some calculations to determine the chemical composition of molecular weight chemicals. The software can be used by any pupil/student with minimal knowledge of PC use, since it has a modern design and attractive interface, with the help of Microsoft Access.